Grande Sert��o: Veredas e Don Quijote de la Mancha: melancolia em tr��nsito

Esta disertaci��n aborda la lectura e interpretaci��n de las obras Grande Sert��o: Veredas, de Jo��o Guimar��es Rosa y Del Ingenioso Hidalgo Don Quijote de la Mancha, de Miguel de Cervantes Y Saavedra, enfocando aspectos relacionados a las acciones de los caballeros andantes Riobaldo, el jagun��o de Rosa y don Quijote, el Caballero de Cervantes, las cuales tuvieron decisiva influencia en su estado de esp��ritu melanc��lico. En la base te��rica de este trabajo, investigamos la noci��n de melancol��a, sistematizada por Kristeva y Freud, as�� como los estudios de la melancol��a y de la alegor��a a la luz del pensamiento de Walter Benjamin. Este estudio se concentra, sobre todo, en el aspecto que denominamos de alegor��a de la circularidad, que permea las dos novelas, mientras expresi��n de cosas inacabadas que sugiere la idea de movimientos de espiralamento. Se percibi�� que lo retorno es consagrado en ambas las obras, es decir diferente el igual, dicho que consagra la diferencia y cierra las puertas para la repetici��n literal de sentido. En tal comprensi��n, ese movimiento no puede ser concebido como met��fora del mismo, pues sugiere la traves��a que permanece inacabada y tortuosa, su estatuto de repetici��n no se honda en el encuentro de las dos puntas del ovillo, porque gira en el interior de aquello que repite como diferencia y liberaci��n

Intercompreens��o de l��nguas rom��nicas: uma proposta para a leitura liter��ria pluril��ngue no ensino fundamental

The developed research aimed to investigate how students behave on elementary school in a plurilingual context, based on Intercomprehension of Romanic Languages with literary texts in the classroom. The theoretical framework prioritizes authors who consider reading literary text as an essential tool to the formation of reading and writing skills for students, such as: Amarilha (1997; 2003; 2007), Resende (1993), Kleiman, (1999), Villardi (1997), Aguiar (1991), Perrone-Mois��s (2000), Lajolo (1993), Zilberman (1991), Cosson (2006), Andrade, Melo-Pfeifer, Santos, (2009), S��; De Carlo; Antoine (2011), Alas Martins (2014), Doy�� (2005), Souza, (2013), and others, according to the intercomprehension approach and plurilingualism. We use questionnaires as a methodological resources for this research, and we applied some activities that was developed based on intercomprehension from literary texts which represent three types of Romanic languages (Spanish, French and Italian), in addition to the participant observation in classes with students of the 8th grade from an elementary public school in the city of Natal (RN). The students could read and (inter) understand some texts of classic literature in those Latin languages and also in Portuguese, whose titles include ���D. Quixote de la mancha��� by Miguel de Cervantes; ���O pequeno pr��ncipe��� by Antoine de Saint-Exup��ry; and ���Pin��quio��� by Carlo Collodi. The data analysis shows that students understood the lessons with plurilingual texts as something which goes beyond the structure of language teaching, awakening themselves to the knowledge of new languages and cultures, and linguistic diversity as motivation at the time of understanding and literature as transforming element to Citizen formation of students.