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Da criança à crianção: a literatura para crianças e jovens de Cecília Meirelles e Sophia de Mello Breyner Andresen
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Com o presente trabalho propomo-nos contribuir para a reflexão sobre o conceito de
literatura para a infância e juventude. A especificidade do uso da linguagem nos
textos dirigidos a crianças constitui um dos problemas debatidos. Nesse domínio, esta
investigação propõe-se compreender a importância que as autoras estudadas dão à
linguagem que usam, e o modo como as ideias de literatura para a infância que
defendem se expressam nas respectivas obras. Estabelecendo uma aproximação da
escrita de Cecília Meireles e de Sophia de Mello Breyner Andresen, examinaremos a
criação literária focando-nos no recurso ao elemento jogo à luz da teoria do brincar e
do conceito de espaço potencial de D.W. Winnicott e do conceito de jogo de J.
Huizinga. Orientadas pela intenção didática, ambas as poetas potenciam nas
respetivas obras a linguagem poética. A valorização da sonoridade, ritmo e rima de
Cecília e a utilização do elemento maravilhoso concretizado pela linguagem narrativa
figurada de Sophia revelam a resignificação das formas das tradições orais
inspiradoras. A inventividade parte principalmente da adequação da natureza abstrata
das mensagens, à competência linguístico-literária dos leitores sem infantilização da
linguagem. Os recursos expressivos permitem apresentar a nova conceção da infância
como fase em que o ser tem imaginação criativa capaz de descobrir e assimilar as
experiências postas à disposição. Ambas apresentam convergências temáticas no que
diz respeito à conceção da infância como fase da vida em que o ser é dotado de
imaginação criadora, à valorização do brincar/ jogo infantil e à religação da criançahomem
à natureza. Com as suas obras, iniciam as crianças na poesia e na literatura.
This dissertation aims to contribute to the reflection on the concept of Children´s and Youth Literature. The specificity of the use of the language in the texts directed to children constitutes one of the problems debated. In this field, this research intends to understand the importance that the authors studied give to the language they use, and the way in which the ideas of children´s literature that they defend are expressed in the respective works. In approaching the writings of Cecilia Meireles and Sophia de Mello Breyner Andresen, we examine the literary creation focusing on the game element in the light of the theory of play and the concept of potential space of D.W. Winnicott and game concept of J. Huizinga. Guided by didactic intention, both poets leveraged on poetic language in their works. Cecelia’s valorisation of sonority, rhythm and rhyme and Sophia’s utilization of the wonder element implemented by figurative narrative language reveal the reframing of the forms inspired by oral traditions. Their inventiveness stems mainly from the sufficiency without infantilizing the language to the linguistic-literary competence of readers and the abstract nature of messages. The expressive resources allow us to present the new conception of childhood as beings with creative imagination capable of discovering and assimilating the experiences made available. Both present thematic convergences regarding the conception of childhood as beings with creative imagination, of the valorization of child play and the reconnection of the child-man to nature. With their works, they start children in poetry and literature.
This dissertation aims to contribute to the reflection on the concept of Children´s and Youth Literature. The specificity of the use of the language in the texts directed to children constitutes one of the problems debated. In this field, this research intends to understand the importance that the authors studied give to the language they use, and the way in which the ideas of children´s literature that they defend are expressed in the respective works. In approaching the writings of Cecilia Meireles and Sophia de Mello Breyner Andresen, we examine the literary creation focusing on the game element in the light of the theory of play and the concept of potential space of D.W. Winnicott and game concept of J. Huizinga. Guided by didactic intention, both poets leveraged on poetic language in their works. Cecelia’s valorisation of sonority, rhythm and rhyme and Sophia’s utilization of the wonder element implemented by figurative narrative language reveal the reframing of the forms inspired by oral traditions. Their inventiveness stems mainly from the sufficiency without infantilizing the language to the linguistic-literary competence of readers and the abstract nature of messages. The expressive resources allow us to present the new conception of childhood as beings with creative imagination capable of discovering and assimilating the experiences made available. Both present thematic convergences regarding the conception of childhood as beings with creative imagination, of the valorization of child play and the reconnection of the child-man to nature. With their works, they start children in poetry and literature.
Descrição
Palavras-chave
Poesia infantil Sophia de Mello Breyner Andresen Cecília Literatura para a infância e juventude