Dirce – pedagogy and poetics
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Matraga (Online) |
Texto Completo: | https://www.e-publicacoes.uerj.br/matraga/article/view/26024 |
Resumo: | The present article depicts the relationship between the pedagogical activity and the critical discourse developed by Professor Dirce Côrtes Riedel. As it shows, her pedagogical action project influenced her conception about poetic invention. Following the Montessori method that stimulates a self-learning approach, her classes as much as her essays promoted reflections in order to create different reading perspectives. The discussion departs from the assumption that the artist, as well as the child, invents new worlds through his/her play drive. The child’s invention presupposes the small being’s own spontaneous curiosity when the child is free from both family and school submission. Professor Dirce Riedel explores this theme in Brazilian fiction written both in the nineteenth and the twentieth centuries, through the narratives O Ateneu, Infância, Menino de engenho, and, particularly in Guimarães Rosa’s novels. In those novels, her work points out the authoritarian power that immobilizes children and adolescents, that inhibits their imagination and the delight provided by creative leisure, enjoyed outside school. The challenges of fictional narrators against the atrocities committed in the school environment, particularly in the work of Guimarães Rosa, are also highlighted; in his work, the wonderful world of the child can overlap the disenchantment imposed by adults. The short story Pirlimpsiquice, from Guimarães Rosa’s Primeiras estórias, shows the counterpoint: on one hand, a master imposes incontestable truths; on the other hand, the rising of invented truths inside the representation game. Texts make and unmake themselves, reconstructing the wonderful world of children. Literature teaching plays a similar game, linking poetic elaboration and pedagogical communication – something Professor Dirce Riedel has always celebrated.---DOI: http://dx.doi.org/10.12957/matraga.2016.26024 |
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Dirce – pedagogy and poeticsDirce – pedagogia e poéticaLiteratureeducationcriticism.Literaturaeducaçãocrítica.The present article depicts the relationship between the pedagogical activity and the critical discourse developed by Professor Dirce Côrtes Riedel. As it shows, her pedagogical action project influenced her conception about poetic invention. Following the Montessori method that stimulates a self-learning approach, her classes as much as her essays promoted reflections in order to create different reading perspectives. The discussion departs from the assumption that the artist, as well as the child, invents new worlds through his/her play drive. The child’s invention presupposes the small being’s own spontaneous curiosity when the child is free from both family and school submission. Professor Dirce Riedel explores this theme in Brazilian fiction written both in the nineteenth and the twentieth centuries, through the narratives O Ateneu, Infância, Menino de engenho, and, particularly in Guimarães Rosa’s novels. In those novels, her work points out the authoritarian power that immobilizes children and adolescents, that inhibits their imagination and the delight provided by creative leisure, enjoyed outside school. The challenges of fictional narrators against the atrocities committed in the school environment, particularly in the work of Guimarães Rosa, are also highlighted; in his work, the wonderful world of the child can overlap the disenchantment imposed by adults. The short story Pirlimpsiquice, from Guimarães Rosa’s Primeiras estórias, shows the counterpoint: on one hand, a master imposes incontestable truths; on the other hand, the rising of invented truths inside the representation game. Texts make and unmake themselves, reconstructing the wonderful world of children. Literature teaching plays a similar game, linking poetic elaboration and pedagogical communication – something Professor Dirce Riedel has always celebrated.---DOI: http://dx.doi.org/10.12957/matraga.2016.26024Este artigo tenta mostrar afinidades entre a atividade docente e o discurso crítico elaborado por Dirce. O projeto de ação pedagógica repercutia na sua concepção da invenção poética. Nas aulas como em seus escritos, em vez de respostas acabadas, ela propunha indagações que incitassem à reflexão e abrissem outras possibilidades de leitura, bem de acordo com a didática montessoriana que preconizava o estímulo à autoaprendizagem. O mote que permeia esta explanação parte da ideia de que o artista, como a criança, em seu impulso lúdico, inventa mundos novos. A invenção infantil pressupõe curiosidade espontânea da criança quando desembaraçada da submissão ao poder da casa e da escola. Dirce explora essa temática na ficção brasileira dos séculos XIX e XX, através das narrativas de O Ateneu, Infância, Menino de engenho e, especialmente, da novelística de Guimarães Rosa. Naqueles, a pesquisadora analisa o poder impositivo que imobiliza crianças e adolescentes, inibindo-lhes o imaginário e o prazer de encantamento propiciado pelo lazer criativo exercitado fora da escola. A crítica-educadora não deixa de anotar a denúncia dos narradores fictícios contra as arbitrariedades praticadas pela escola. Particularmente, na obra de Guimarães Rosa, o mundo maravilhoso da criança consegue se sobrepor ao desencanto imposto pelos adultos. Pirlimpsiquice das Primeiras estórias é exemplo emblemático dessa contraposição. De um lado, um mestre impondo verdades incontestáveis; do outro, as verdades inventadas no jogo da representação. Neste espaço textual, cruzam-se vários textos que se fazem e desfazem recuperando o mundo “milmaravilhoso”, ludicamente inventado. O ensino da literatura gira em órbita similar à do jogo, irmanando elaboração poética e comunicação didático-pedagógica – conúbio celebrado pela professora Dirce.---DOI: http://dx.doi.org/10.12957/matraga.2016.26024Universidade do Estado do Rio de Janeiro2016-12-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionartigo de literaturaartigos de literaturaapplication/pdfhttps://www.e-publicacoes.uerj.br/matraga/article/view/2602410.12957/matraga.2016.26024Matraga - Revista do Programa de Pós-Graduação em Letras da UERJ; v. 23 n. 39 (2016): No centenário de Dirce Côrtes Riedel (1915-2015)MATRAGA - Journal published by the Graduate Program in Letters at Rio de Janeiro State University (UERJ); Vol. 23 No. 39 (2016): In the centenary of Dirce Côrtes Riedel (1915-2015)2446-69051414-7165reponame:Matraga (Online)instname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJporhttps://www.e-publicacoes.uerj.br/matraga/article/view/26024/19370Barbieri, Ivoinfo:eu-repo/semantics/openAccess2021-06-28T15:55:42Zoai:ojs.www.e-publicacoes.uerj.br:article/26024Revistahttps://www.e-publicacoes.uerj.br/index.php/matragaPUBhttps://www.e-publicacoes.uerj.br/index.php/matraga/oai||letrasmatraga@uerj.br2446-69051414-7165opendoar:2021-06-28T15:55:42Matraga (Online) - Universidade do Estado do Rio de Janeiro (UERJ)false |
dc.title.none.fl_str_mv |
Dirce – pedagogy and poetics Dirce – pedagogia e poética |
title |
Dirce – pedagogy and poetics |
spellingShingle |
Dirce – pedagogy and poetics Barbieri, Ivo Literature education criticism. Literatura educação crítica. |
title_short |
Dirce – pedagogy and poetics |
title_full |
Dirce – pedagogy and poetics |
title_fullStr |
Dirce – pedagogy and poetics |
title_full_unstemmed |
Dirce – pedagogy and poetics |
title_sort |
Dirce – pedagogy and poetics |
author |
Barbieri, Ivo |
author_facet |
Barbieri, Ivo |
author_role |
author |
dc.contributor.author.fl_str_mv |
Barbieri, Ivo |
dc.subject.por.fl_str_mv |
Literature education criticism. Literatura educação crítica. |
topic |
Literature education criticism. Literatura educação crítica. |
description |
The present article depicts the relationship between the pedagogical activity and the critical discourse developed by Professor Dirce Côrtes Riedel. As it shows, her pedagogical action project influenced her conception about poetic invention. Following the Montessori method that stimulates a self-learning approach, her classes as much as her essays promoted reflections in order to create different reading perspectives. The discussion departs from the assumption that the artist, as well as the child, invents new worlds through his/her play drive. The child’s invention presupposes the small being’s own spontaneous curiosity when the child is free from both family and school submission. Professor Dirce Riedel explores this theme in Brazilian fiction written both in the nineteenth and the twentieth centuries, through the narratives O Ateneu, Infância, Menino de engenho, and, particularly in Guimarães Rosa’s novels. In those novels, her work points out the authoritarian power that immobilizes children and adolescents, that inhibits their imagination and the delight provided by creative leisure, enjoyed outside school. The challenges of fictional narrators against the atrocities committed in the school environment, particularly in the work of Guimarães Rosa, are also highlighted; in his work, the wonderful world of the child can overlap the disenchantment imposed by adults. The short story Pirlimpsiquice, from Guimarães Rosa’s Primeiras estórias, shows the counterpoint: on one hand, a master imposes incontestable truths; on the other hand, the rising of invented truths inside the representation game. Texts make and unmake themselves, reconstructing the wonderful world of children. Literature teaching plays a similar game, linking poetic elaboration and pedagogical communication – something Professor Dirce Riedel has always celebrated.---DOI: http://dx.doi.org/10.12957/matraga.2016.26024 |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-12-30 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion artigo de literatura artigos de literatura |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.e-publicacoes.uerj.br/matraga/article/view/26024 10.12957/matraga.2016.26024 |
url |
https://www.e-publicacoes.uerj.br/matraga/article/view/26024 |
identifier_str_mv |
10.12957/matraga.2016.26024 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.e-publicacoes.uerj.br/matraga/article/view/26024/19370 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade do Estado do Rio de Janeiro |
publisher.none.fl_str_mv |
Universidade do Estado do Rio de Janeiro |
dc.source.none.fl_str_mv |
Matraga - Revista do Programa de Pós-Graduação em Letras da UERJ; v. 23 n. 39 (2016): No centenário de Dirce Côrtes Riedel (1915-2015) MATRAGA - Journal published by the Graduate Program in Letters at Rio de Janeiro State University (UERJ); Vol. 23 No. 39 (2016): In the centenary of Dirce Côrtes Riedel (1915-2015) 2446-6905 1414-7165 reponame:Matraga (Online) instname:Universidade do Estado do Rio de Janeiro (UERJ) instacron:UERJ |
instname_str |
Universidade do Estado do Rio de Janeiro (UERJ) |
instacron_str |
UERJ |
institution |
UERJ |
reponame_str |
Matraga (Online) |
collection |
Matraga (Online) |
repository.name.fl_str_mv |
Matraga (Online) - Universidade do Estado do Rio de Janeiro (UERJ) |
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||letrasmatraga@uerj.br |
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1799318492135030784 |