Poéticas verbais e visuais em Peter Pan e Wendy: o encontro empírico entre livro e leitor na cultura das mídias

• Ano de defesa: 2012
• Autor(a) principal: Mastroberti, Paula
• Orientador(a): Aguiar, Vera Teixeira de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras
• Departamento: Faculdade de Letras
• País: BR
• Palavras-chave em Português: LITERATURA E ARTE; LITERATURA INFANTIL - CRÍTICA E INTERPRETAÇÃO; LIVROS - DESIGN; ANÁLISE DO DISCURSO; LEITURA - CRIANÇAS
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/2049

This thesis is based on Lucia Rabello de Castro and Vera Lopes Besset s concept of research-intervention and considers the conception of subject understood as subjectivity in process, according to Felix Guattari and Gilles Deleuze. Its inference methods are grounded on Charles Sanders Peirce s epistemological system - inclusive of logical thinking intuitions - represented in Brazil by Lucia Santaella due to its difficult access. This paper was developed from empiric data collected at a Workshop on the reading of the piece Peter Pan and Wendy, by James Barrie, which took place in a public school of Porto Alegre (RS, Brazil) and was attended by children; the paper gathers considerations on the idea of book as a complex medium, whose aesthetical and communicative values affect reading operations. These ideas consider the proposition that the behavior seen in the visual and verbal discourse implied in the illustrated book takes place in a hybrid, interlaced, non-dialogical, nonlinear way, which will ensure a unique and indelible effect over the emotional conscience and memory. This topic was also part of the author s Master s dissertation in the same institution. The collected data were analyzed considering how readers related to an illustrated edition of the piece, both in an aesthetical-cognitive perspective, guided by Pierce s semiotics and children expression and drawing studies (in which Phillipe Grieg outstands), and in a psychosocial, emotional perspective, which was based on Louise Kaplan, Felix Guattari and Gilles Deleuze s ideas. Moreover, the empiric study brought about some follow-ups, which were divided in four essays: on the first, there is a reevaluation of the concept of book as support and medium considering its history, status as a cultural icon and its connection to new reading interfaces; this ideas are supported by a theoretical grade which includes language historians and philosophers such as Roger Chartier, Wilson Martins, Vilém Flusser, David Olson and Jacques Derrida, communication and graphic design theorists such as Rafael Cardoso, Philip Meggs and Aston Purvis, among other scholars whose attention lies on the topic illustrated book , such as Alan Powers. On the second essay, Peter Pan and Wendy is reviewed based on the author s Master s studies and is represented as part of the Peter Pan Universe in its conjuration in several media, besides being contextualized cultural and historically, aiming to set and contrast reader from that time and place s expectations with contemporary Brazilian reader s expectations. Nestor Garcia Canclini, Henry Jenkins, Nicolas Bourriaud, Roger Chartier, cultural studies theorists Silvia and Guillermo Obiols, Zygmunt Bauman, Michelle Perrot, children literature experts Maria Tatar, Peter Hollindale, Jacqueline Rose and Isabelle Cani s theories outstand. On the third essay, a new concept of reader and reading is emulated, based on the latin definitions leggere and legens, in which reading agents and operations are amplified humanistically in the discussion of categories such as critical reader, competent reader, positive and negative reader and emancipation by reading. This approach discusses Immanuel Kant s illuminist ideas, still influent in Western modern thinking, in contrast to the above mentioned deconstructivists such as Felix Guattari and Gilles Deleuze. At last, the fourth essay assesses cultural, political and market contexts, which are the macro-mediators in the successful encounter of readers, book, literature and art. It defends the idea of a pleasing, emotional space for circulation, access and mediation of the illustrated book, which could encourage a sensitive-critical reading not only related to literary text but also to visual graphic artistic discourses, which then would be integrated to one s subjectivity. This last statement is supported by culture and art scholars such as Marilena Chauí and Gisela Taschner, anthropologist Roy Wagner and historian - anthropologist Michel de Certau; Felipe Lindoso, from publishing market and Fernando Hernández and Humberto Maturana, education theorists.