As andanças do mito literário de Dom Quixote pelas páginas dos livros didáticos de espanhol
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Data
2022-01-21
Autores
Viana, Vanessa Pansani [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A investigação de doutorado objetiva analisar as representações do mito literário de Dom Quixote em três coleções didáticas de Língua Espanhola para o Ensino Médio (EM) - livros aprovados pelo Programa Nacional do Livro Didático (PNLD) de 2018 - como um modo de identificar as nuances que esse mito recebe nas diversas configurações a que ele se relaciona. A tese possui um viés bibliográfico-documental, tendo como base de pesquisa a fonte impressa. Em um primeiro momento, conceitua-se mito literário em razão de que essa construção simbólica é nascida genuinamente da arte escrita, de forma a compreender seus principais elementos constitutivos. Mormente, a partir de uma corrente epistemológica própria, denominada como mitocrítica e mitoanálise, os valores míticos de Dom Quixote são analisados nas unidades didáticas do corpus de pesquisa com o amparo de outros autores que concebem os materiais escolares como notórios objetos resultantes de práticas sociais, culturais e históricas. Por esse prisma, o historiador francês Roger Chartier oferece subsídios por meio de reflexões advindas da Nova História Cultural, doravante, as suas ideias são concomitantemente associadas às conjecturas de pesquisadores como os do Círculo de Bakhtin que enxergam a literatura como uma linguagem artística proveniente de práticas socioculturais. O corpus analisado engloba um total de seis livros, sendo três livros para cada coleção e destinados ao primeiro, segundo e terceiro anos do EM: as coleções Cercanía Joven: español (2016) e Sentidos en lengua española (2016). A pertinência deste estudo se circunscreve no fato de que, além de não haver hodiernamente nenhuma tese finalizada no cenário nacional que explore a relação dos mitos literários com materiais didáticos, de igual modo, também não há trabalhos acadêmicos que elegeram e estenderam essa mesma ênfase ao mito literário quixotesco. Sendo assim, as materializações dos textos adaptados em conexão com as atividades didáticas e suas relações com as condições de produção próprias das coleções emanam apreciações cruciais no que tange as representações do universo próprio do mito literário de Dom Quixote.
The doctoral research aims to analyse the literary myth of Don Quixote in three collections of textbooks in the Spanish Language for the High School (HS) - books approved by the National Program of Textbook (PNDL - acronym in Portuguese) of 2018 - to identify the nuances that this myth has in the various contexts to which it relates. The thesis has a bibliographical and documentary bias, having the printed source as the research base. In a first moment, the literary myth is defined on the grounds of a symbolic construction genuinely born from the written art, in order to understand its main constituent elements. Especially from a particular epistemological approach, named as myth-criticism and myth-analysis, the myth values of Don Quixote are analysed in the didactic unities of the corpus research with the support of the other authors that conceive the educational materials as notably objects resulting from social, cultural, and historical practices. From that angle, the french historian Roger Chartier provides grants through reflections originated in the New Cultural History, henceforth, his ideas are related at the same time to the conjectures of researchers like the ones from The Bakhtin Circle that perceive the literature as an artistic language derived from sociocultural practices. The analysed corpus covers a total of six books, three of which to each collection and intended for the first, second, and third years of the HS: Cercanía Joven: español (2016), and Sentidos en lengua Española (2016). The relevance of this study circunscribes in the fact that, besides the nonexistence in our days of any finalyzed thesis, in the national scenario, that explores the relation of the literary myths with educational materials, likewise there are no academic works that elected and extended this same emphasis to the quixotic literary myth. That being said, the materializations of the adapted texts, in connection with the didactic activities and its relations to the particular conditions of the collection’s productions emanate crucial appraisals regarding the representations of particular universe of Don Quixote literary myth.
The doctoral research aims to analyse the literary myth of Don Quixote in three collections of textbooks in the Spanish Language for the High School (HS) - books approved by the National Program of Textbook (PNDL - acronym in Portuguese) of 2018 - to identify the nuances that this myth has in the various contexts to which it relates. The thesis has a bibliographical and documentary bias, having the printed source as the research base. In a first moment, the literary myth is defined on the grounds of a symbolic construction genuinely born from the written art, in order to understand its main constituent elements. Especially from a particular epistemological approach, named as myth-criticism and myth-analysis, the myth values of Don Quixote are analysed in the didactic unities of the corpus research with the support of the other authors that conceive the educational materials as notably objects resulting from social, cultural, and historical practices. From that angle, the french historian Roger Chartier provides grants through reflections originated in the New Cultural History, henceforth, his ideas are related at the same time to the conjectures of researchers like the ones from The Bakhtin Circle that perceive the literature as an artistic language derived from sociocultural practices. The analysed corpus covers a total of six books, three of which to each collection and intended for the first, second, and third years of the HS: Cercanía Joven: español (2016), and Sentidos en lengua Española (2016). The relevance of this study circunscribes in the fact that, besides the nonexistence in our days of any finalyzed thesis, in the national scenario, that explores the relation of the literary myths with educational materials, likewise there are no academic works that elected and extended this same emphasis to the quixotic literary myth. That being said, the materializations of the adapted texts, in connection with the didactic activities and its relations to the particular conditions of the collection’s productions emanate crucial appraisals regarding the representations of particular universe of Don Quixote literary myth.
Descrição
Palavras-chave
Dom Quixote., Livros Didáticos., Mito, Língua espanhola