Literary mediation and reader training: a look at "The missing part", by Shel Silverstein

Abstract

Text This text seeks a reflection on literary language, from the enunciative-discursive perspective as verbal interaction, as a continuous, interactive and constitutive social phenomenon of human action. It is considered that the language present in literary works, specifically in children's literature books, contributes to the literary formation of readers, since acts in the production of knowledge, allowing readers to reflect and awareness in the dialogue with lived experiences, with the other and with oneself. In this regard, the article aims to highlight the relationship between literary language and subjective aspects in the formation of the reader, based on the work "The Missing Part" by Shel Silverstein. Subsidized by Bakhtin's (2003) and Bakhtin and Volóchinov's (2006) enunciative-discursive conception of language, the text analyzes the constitution of the subject through the dialogical interaction provided by the literary narrative. The analysis highlights that the identification of readers with the protagonist of the work, occurs of the idea of (in)completeness and reflection on how social interactions have repercussions on the formation of identity. Thus, literature plays a mediating role in the formation of readers, promoting a deeper understanding of oneself and the world.