A intertextualidade e a contribuição da literatura para a formação do leitor crítico a partir da análise das obras de Ruth Rocha

Abstract

The present research aims at analyzing intertextuality in three children's literary works by contemporary brazilian author Ruth Rocha, as well as to organize some clarifications on Children's Literature, the role of the school, childhood and school in the process of critical development of the reader and the processes of training of the individual. It is also intended to argue about the importance of perception of intertextuality in the formation of the reader and highlight the importance of reading in childhood. Some authors have contributed to the development of theories related to children's literature, such as Nelly Novaes Coelho, Regina Zilberman, Ruth Rocha, Marisa Lajolo, Paulo Freire, among others. were used as basis for the development and accomplishment of this work. It is a descriptive and exploratory bibliographical research. It tries to clarify what is intertextuality and to identify its characteristics from the context of the production of the literary works under analysis. In this way, the main focus is based on the analysis of the intertextuality present in the children's books A Story with a Thousand Monkeys, Knife without Tip, Chicken without Foot and Romeo and Juliet by author Ruth Rocha. The aim is to recognize through intertextuality the characteristics and dialogues existing between distinct literary works, to establish a relation with the same historical moment of the production of the analyzed books and to emphasize the presence of intertextuality for a better understanding of the subject by the public. It is clear to the reader in formation the different possibilities of interpretation that may exist within a single literary work, adding in their intellectual and critical knowledge, new knowledge, in which the child is able to transform and recognize intertextuality through different situations of their daily lives.