Theoretical‒critical Discourses in the Field of Argentinian Literature for Children (2000‒2013) and Its Didactic‒Pedagogical Projections

Abstract

The paper examines theoretical-critical discourses within the field of children literature in Argentina, during the 2000‒2013 period, and their pedagogical and didactic impact. We hereby state that the already mentioned discourse production legitimates and deepens processes and practices that have a dialogical repercussion in the field of the didactics of children’s literature; we also explore the configuration of areas that could be both academic review and literary education. A qualitative outline using the methodology of discourse analysis is determined. This procedure permits access to both meanings and senses, realized in the structures and strategies of textual and discourse constructs. At the same time, its heuristic capacity regarding the relational convergences denoted in the corpus stands out. The treatment of such corpus, anchored «between» texts and discourses, opens the possibility of critical frameworks around themes and problems, associated to what we denominate «analytics of the intersection». Our analysis makes evident the dialogical dynamics between theory and pedagogy, that is to say, a scholarly study that drives the teaching of literature as a groundbreaking, innovative, and transformational practice.