test
Search publications, data, projects and authors

Article

Spanish

ID: <

oai:doaj.org/article:75511c2c51e043d98c47fb5e8068ebfa

>

Where these data come from
“RAPUNZEL” or the need to be released: reading with teenagers

Abstract

Resumen: Con base en la premisa de que la lectura de textos literarios tiene una función formadora y que esta se acentúa en la adolescencia, me propongo demostrar que el cuento “Rapunzel” puede utilizarse como estrategia para explorar algunas situaciones que los sujetos adolescentes perciben como particulares en relación con su vida, pero que se inscriben dentro de grandes problemáticas estudiadas por varias disciplinas. Para ello, he identificado, desde dos marcos de referencia (sociológico y psicoanalítico), diversas problemáticas y discursos que se desprenden de la lectura del cuento realizada por dos mujeres adolescentes, quienes respondieron una guía de lectura y participaron en una entrevista a profundidad. Concluyo que la lectura y comentario del cuento hacen posible que una serie de experiencias que los sujetos adolescentes viven como únicas (como el embarazo de una amiga, las críticas de las personas adultas y las exigencias de padres y madres), ingresen en el circuito de los conocimientos generales al relacionarlas con los discursos y problemáticas en que se inscriben (por ejemplo, el discurso de la “crisis” de la adolescencia, el enfoque de derechos humanos, el mundo fantasmático materno). Por ello, recomiendo la lectura y comentario de textos literarios como estrategia didáctica para contribuir a la elaboración de la subjetividad de personas adolescentes.Abstract: Based on the premise that reading literary works is a shaping exercise which becomes more intense during adolescence, I intend to show that the short story “Rapunzel” may be used as a strategy to explore certain situations that teenagers perceive as particular situations in relationship to their lives, but that are actually comprised within certain problem areas of greater magnitude that are studied under several disciplines. I have, to this effect, and within a sociological as well as a psychoanalytic framework, identified several problem areas and discourses derived from a reading of the short story by two teenage girls who provided answers in a reading guide and who participated in an in-depth interview. I arrive at the conclusion that reading and commenting on the short story make possible a number of experiences that teenage subjects experience and feel as unique occurrences (such as a friend’s pregnancy, criticism from adults, and demands by parents) but that actually fall into the general knowledge circuit when they are associated with the discourses and problem areas within which they manifest themselves (for instance, the «crisis» of adolescence discourse, the human rights approach, the maternal phantasmal world). This is why I recommend reading and commenting literary texts as a didactical strategy to contribute to the development of teenage subjectivity.

Your Feedback

Please give us your feedback and help us make GoTriple better.
Fill in our satisfaction questionnaire and tell us what you like about GoTriple!