Portal de Periódicos da CAPES

“Arquitectura(S)” da Casa na Narrativa para a Infância

2016; SAGE Publishing; Issue: 50 Linguagem: Inglês

1477-9021

Sara Raquel Duarte Reis Silva,

Media, Gender, and Advertising

portuguesCentrando-se em tres narrativas que tem a crianca como destinatario extratextual preferencial – a saber O Capuchinho Vermelho, Hansel e Gretel e Os Tres Porquinhos –, este artigo procede a analise do elemento casa, enquanto espaco literario desencadeador de multiplas leituras. Se, na narrativa classica originalmente escrita por Perrault (1697) e, posteriormente, revisitada pelos irmaos Grimm (1812), uma menina de capuz vermelho parte da casa da mae, espaco securizante, em direccao a casa da avo, local aparentemente afavel que vira a transformar-se num centro de confronto com a dissimulacao e o perigo, no conto protagonizado pelos dois irmaos abandonados na floresta (igualmente registado por J. e W. Grimm), o espaco matricial representa simultaneamente o conforto e a hostilidade. Neste mesmo texto, a descoberta de uma casa “doce”, pertencente a uma bruxa, impoe aos protagonistas, quer a vivencia do perigo e a resistencia a este, quer a sua superacao e a possibilidade de regresso ao seio familiar. Em Os Tres Porquinhos, narrativa da tradicao oral recolhida por J. O. Halliwell (1853) e dada a estampa, em 1890, em English Fairy Tales, compilacao assinada por Joseph Jacobs, a edificacao de tres casas, com diferentes materiais – palha, galhos/madeira e tijolo – vistas como abrigos ou espacos protectores (Chevalier e Gheerbrant, 1994: 166), propoe, sempre em crescendo, uma construcao assente na ingenuidade e na despreocupacao, bem como, em contrapartida, na prudencia, cautela ou inteligencia (Bettelheim, 2008), entre outras, redundando na uniao das personagens principais e na derrota do vilao. Assim, seleccionados pela sua elevada divulgacao, mediacao e recepcao, estes contos ficcionalizam a casa enquanto espaco fisico e simbolico, ao qual se encontram subjacentes linhas ideotematicas variadas, substantivadas em arquitectura(s) singular(es), que participam da memoria literaria e/ou cimentam o “intertexto” leitor do receptor infantil. EnglishFocusing on three narratives that have the child as the preferred extratextual recipient - namely Little Red Riding Hood, Hansel and Gretel and The Three Little Pigs -, this essay aims at proceeding to an analysis of the house element, as a literary space triggering off multiple readings. If, in the classic narrative originally written by Perrault (1697) and later revisited by the Brothers Grimm (1812), a girl wearing a red hood leaves the mother's house, a reassuring space, towards her grandmother's house, apparently a friendly place that will become a focus of confrontation with concealment and danger, in the story carried out by two saplings abandoned in the woods (also recorded by J. and W. Grimm), the matrix space represents both the comfort and the hostility. In this same text, the discovery of a sweet house belonging to a witch, requires from the main characters the experience of danger and a resistance to it, as well as its overcoming and the possibility of return to their family environment. In The Three Little Pigs, a narrative of oral tradition collected by J. O. Halliwell (1853) and given to the press in 1890, in English Fairy Tales, a compilation signed by Joseph Jacobs, the construction of three houses with different materials - straw, branches / wood and brick – seen as shelters or protective spaces (Chevalier and Gheerbrant 1994: 166) proposes, increasingly, a construction based on naivety and carelessness, as well as, in contrast, in, discretion, caution or intelligence (Bettelheim, 2008 ), among others, resulting in the union of the main characters and in the villain's defeat. Thus, selected due to its great diffusion, mediation and reception, these tales fictionalize the house as a physical and symbolic space to which varied ideothematic lines are submitted, materialized in singular architecture(s), that become part of the literary memory and/or consolidate the reader intertext of the child recipient.