THE TEACHING OF INTERTEXTUALITY IN THE FINAL YEARS OF ELEMENTARY SCHOOL¹

ABSTRACT:

This paper aims to discuss possibilities of working with intertextuality in the final years of elementary school. Specifically, we seek to: a) analyze the characteristics of different intertextual processes (plagiarism, quotation, paraphrase, allusion, reference, parody and pastiche) in order to associate them with the teaching of intertextuality, and b) demonstrate, through exemplary analysis, different possible approaches to this phenomenon, considering the audience of the delimited teaching cycle and the distinct and diverse properties of each intertextual process considered. It is taken, for support of such research, Cavalcante (2019), Marcuschi (2008), Marquesi, Pauliukonis and Elias (2017) and Santos and Teixeira (2017) when discussing the approach between text and teaching. In Genette (2010) and Piègay-Gros (2010), the concept of intertextuality and how it unfolds through intertextual processes is discussed. Cavalcante, Brito, and Zavam (2017) are sources that ground the analysis of intertextuality for the sake of teaching, and, in Nobre (2014), it is possible to understand how each intertextual process is organized, constitutionally and functionally. In methodological terms, this is a qualitative research that, as to its objectives, can be classified as exploratory and, as to technical procedures, bibliographical. In this work, by dialoguing the authors mentioned above, a theoretical discussion is carried out which proposes the narrowing of the relationship between intertextuality and teaching, applying such discussion to a specific example, whose analysis contributes to guide the understanding of the investigation and to think about its use in the classroom.

Keywords:
Linguistics; Portuguese Language; Text Production; Intertextual Processes; Elementary School