Building bridges between texts: From Intertextuality to intertextual reading and learning. Theoretical challenges and classroom resources
- Autores: Kalogirou Tzina, Vasso Economopoulou
- Localización: Exedra: Revista Científica, ISSN-e 1646-9526, Nº. Extra 6, 2012 (Ejemplar dedicado a: Português: Investigaçao e Ensino), págs. 179-187
- Idioma: inglés
- Enlaces
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Resumen
Intertextuality is one of the most commonly used terms in contemporary literary theory. According to Kristeva, Barthes, Riffaterre, and other pioneers of the field, every text has its meaning only in relation to other texts; texts as viewed by modern literary theory are lacking in any kind of independent meaning. The act of reading plunges us into a web of textual relations, a network of other texts.
Intertextuality is a crucial element not only in the attempt to understand literature in general but also in our attempt as educators to enhance our students´ literary reading by locating it into a motivated and meaningful classroom context. According to contemporary didactics, teachers should offer to their pupils the opportunity to understand that a literary text is not an autonomous entity and it could be considered more thoroughly in the basis of its intertextual relations.
This paper offers some insight into what may be possible for directions in bringing texts together.
We illustrate ways in which pupils can effectively read literary texts in parallel, compare them and gather its intertextual links and connections. By doing this, children, can increase their critical thinking and robust their interpretive ability. Using evidence for literary theory we offer examples of teaching resources and good instructional practices.
