TEACHING INTERTEXTUALITY IN MIDDLE SCHOOL

Abstract

The objective is to discuss why and how to work the intertextuality in the Middle School. Specifically, it seeks to 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 demonstrate, through analysis in an example, how properties of each intertextual process can be addressed in each series of the delimited teaching cycle. Cavalcante (2019), Marcuschi (2008), Marquesi, Pauliukonis and Elias (2017) and Santos and Teixeira (2017) are used to support such research when discussing the approximation between text and teaching. In Genette (2010) and Piègay-Gros (2010), the concept of intertextuality is discussed and how it unfolds through intertextual processes. Cavalcante, Brito and Zavam (2017) are sources that support the analysis of intertextuality in favor of teaching, and in Nobre (2014), it is possible to understand how each intertextual process is organized, constitutionally and functionally. In methodological terms, it is a qualitative research that, in terms of its objectives, can be classified as exploratory and, in terms of technical procedures, bibliographic. This study is relevant, above all, to teachers who, aware of the importance and need to work with the categories of textual constitution, in general, and intertextuality, in a specific way, are encouraged to know about ways to approach it in their Middle School.