Crônicas de Cecília Meireles: Leitura e Literatura em Prol da Renovação Educacional (1930-1933).

• Autor(a) principal: Almeida, Patricia Vianna Lacerda de
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10646
• topic: Cecília Meireles; Reading Practices; New School; Chronicle; Literature; Education; Press; Cecília Meireles; Práticas de Leitura; Escola Nova; Crônica; Literatura; Educação; Imprensa; Meireles, Cecília, 1901-1964; Leitura; Literatura Estudo e ensino; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This dissertation is the result of a historical research, which aims to contribute to the field of History of Education. The main documentary corpus of this research, treated as the source and the object of the investigation, are the chronicles of the author Cecilia Meireles published daily in the Education Section of the newspaper Diário de Notícias, from 1930 to 1933, in the city of Rio de Janeiro. The analysis of these documents was performed through the Digital Newspaper Collection of Biblioteca Nacional the National Library in Rio. This study falls into the field of History of Education and approaches the field of Cultural History and the History of Reading, as we aim to analyze traces of the material that informed Cecilia Meireles s writings, which are present in her chronicles and, sometimes, in the Educational Sectional as a whole, in the form of articles or reviews written especially for the newspaper. Cecilia brought a strong literary influence to the Educational Section which she used to run, with explicit references to authors and literary works. Therefore, we can clearly notice the affinity Cecilia Meireles had with the authors she used to read, given her concern with solidarity, cooperation and brotherhood among human beings, integrating the national into the universal. This sense of spiritual elevation was generally present in the literature of her time, due to the crisis triggered by the postwar period. What then was she reading? How may she have developed as a reader? And how did the texts she read may have influenced her writing, mainly the Educational production in the newspaper in the 1930s? Beyond these textual markers, we also problematize the confluence of literary and journalistic discourses and their consequent role as a tool of education, in the sense that they act in the intellectual and emotional development of the individual.