Re-signifying the cry of independence through children’s literature: possible relations between “Independência ou morte”, by Pedro Américo (1888), Independência ou morte! by Juliana Faria (2006) and the contemporary historical novel of mediation

• Autor(a) principal: Lopez, Cristian Javier
• Data de Publicação: 2023
• Outros Autores: Fant, Carla Cristiane Saldanha, Scopel da Silva, Rosângela Margarete
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: letrônica
• Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/44316
• topic: Children's Literature; Painting; Formation of the literary reader; Hybrid narratives of history and fiction; Literatura infantil; Pintura; Formación del lector literario; Narrativas híbridas de historia y ficción; Literatura infantil; Pintura; Formação do leitor literário; Narrativas híbridas de história e ficção

The objective of this article is to present a comparative study of the relations established between the painting “Independência ou morte” by Pedro Américo (1888) and the hybrid narrative of history and children’s fiction Independência ou morte!, by Juliana de Faria (2006). In the analyzed diegesis, Pedro Américo himself stands out as one of the characters, who explains details of his pictorial work that do not correspond to the official discourse. In this sense, the study of the relations between the historiographical discourse, children’s literature and the painting allow the young reader to have access, from the early years, to analyzes aimed at expanding knowledge, mainly about the use of language. In this way, we can corroborate the potential of the literary text, especially thehybrid of history and children’s fiction, in the formation of a literary reader since the early years of Elementary School. We anchor our reflections on the premises of Lima (2006), Palermo (2013), Samoyault (2008), Mendoza Fillola (1994), Fleck (2017), among others. We consider that the Brazilian hybrid narratives of history and fiction produced for children’s readers can revisit the past, locate elements or spaces that give us the possibility of re-signifying traditional history, in addition to collaborating, in a concrete way, in the expansion of knowledge.