INTERSEMIOTIC READINGS:socio-critical approaches to literary and cinematographic studies in high school

Abstract

This article presents a critical analysis of classroom practice with literature and cinema. To do so, it makes a cut of the discipline Cinematographic Adaptation: words and images for critical-social training, a 40-hour course taught to high school students, in the academic semester of 2019.2, at a Centro Educa Mais, in Imperatriz, Maranhão. The studies with the class formed by students from all grades of High School were based on literary and filmic texts with transit through the critical-social environment. In this way, the studies were based on the intersemiotic relationships between adapted texts, on the analysis of the composition of the literary and the language of cinema, but also on the construction of discourse in the plot of fictions. For the theme of women's rights, scrutinizing struggles, conquests and validation of social practices, as well as the constant threat of withdrawal of rights: we studied chapters of the novel The Handmaid's Tale, by Margaret Atwood, released in 1985 and made a comparative analysis with episodes from the series of the same name, directed by Reed Morano and written by Bruce Miller, released in 2017. The theoretical basis of this study ranges from Robert Stam (2009) to Linda Hutcheon (2013), to deal with film adaptation, to Paulo Freire (2011), Antonio Candido (2000) and Regina Zilbermam (1988), to work on the need for a critical reading of the world and of art.