Literatura, educação e empatia

• Autor(a) principal: Paolinelli, Luísa M. Antunes
• Data de Publicação: 2022
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/10400.13/4423
• topic: Literature; Emotion and reasoning; Intra and interpersonal relationships; Social action and active citizenship; Educational context; Literatura; Emoção e raciocínio; Relações intra e interpessoais; Atuação social e cidadania ativa; Contexto educativo; .; Faculdade de Artes e Humanidades

Since literature is an artistic production whose purpose is the alliance between beauty and reflection, aesthetics and ethics, fruition and performance, it allows for a continuous process of learning, since it implies stimulating the use of emotion and reasoning, filling in gaps in formation and understanding of the self and others. Taking into account the polysemic and symbolic richness, the opening to other spaces, fantastic or real, and different worlds, goes far beyond joining letters or composing sentences, as it transports the reader to another universe, inviting him to be part of the life of the “other” through the characters and the experiencing of their experiences. The exploration of literature works, in fact, with different skills, not only the most commonly explored, such as linguistics and aesthetics, but also those linked to intra and interpersonal relationships, the promotion of social action and active citizenship, entrepreneurship, cultural understanding and the devel opment of empathy. Studies indicate that literature in an educational context, both formal and informal, plays an important role in addressing issues of difference, identity and the possi bility of “putting oneself in the shoes” of others. It is therefore necessary to analyze the relationship between literature- education-empathy – using not only authors from the theory and philosophy of literature, such as T. Todorov or R. Mitchell, but also from the neurosciences and cognitive sciences such as K. Oatley, M. Fisher, E. Kidd, MM Hammond or S. Keen – at the level, on the one hand, of the existence of an empathic identification of the reader with the “I-us” of the text, but also of the possibility of transforming the “other” into a “you” with which one dialogues.