Textual Criticism Jumps the School Wall

Authors

  • Manoel Mourivaldo Santiago-Almeida Universidade de São Paulo
  • Gabriela de Souza Morandini Universidade de São Paulo
  • Lilian Barros de Abreu Silva Universidade de São Paulo

DOI:

https://doi.org/10.11606/issn.2236-4242.v31i2p159176

Keywords:

Textual Criticism;, Brazilian Literature;, Iracema;, Quincas Borba, Schoolbooks

Abstract

The goal of this article is to present an ongoing research about the transmission of literary texts in a range of schoolbooks used in Brazilian Literature classes. The aims of this research are: (i) the identification and classification of variants that appear in instructional materials during the process of transmission of literary texts; (ii) the investigation into the genesis of those variants in order to understand the reasons why changes take place; (iii) the discussion on the influence of those changes regarding the critical and literary analysis of the text and its author. The theoretical and methodological basis of this research is the one proposed by the Textual Criticism. The classification of the variants follows Blecua’s proposal. To analyse and identify general and specific patterns of variation, the research is supported by Cambraia and Laranjeira. The excerpts presented in this article are from the already investigated texts Quincas Borbas, by Machado de Assis, and Iracema, by José de Alencar. The results of this research might positively contribute to the production of schoolbooks and, as a consequence, to Language and Literature teacher training.

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Published

2018-09-13

Issue

Vol. 31 No. 2 (2018): Philology and Textual Criticism: A Tribute to Ivo Castro

Section

Articles

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How to Cite

SANTIAGO-ALMEIDA, Manoel Mourivaldo; MORANDINI, Gabriela de Souza; SILVA, Lilian Barros de Abreu. Textual Criticism Jumps the School Wall. Linha D’Água, São Paulo, v. 31, n. 2, p. 159176, 2018. DOI: 10.11606/issn.2236-4242.v31i2p159176. Disponível em: https://journals.usp.br/linhadagua/article/view/146148.. Acesso em: 6 mar. 2025.