Álbumes que descubren la literatura como diálogo entre textosla intertextualidad en la formación del lector

Zusammenfassung

This doctoral study is placed in the research field of Teaching Literature, specifically focusing on the picturebook genre and its analysis from a theoretical line marked by the concept of intertextuality. The term appeals to the texts’ nature as an ensemble of citations from other texts, and literature’s perception as a universe in which each work is a link in a communicative chain. Taking these reflections as a theoretical positioning of approximation to speech, a critical exploration about the presence of intertextuality in picturebooks is made from the methodological parameters of Comparative Literature with a double objective. Firstly, to offer the design of an analytical methodology that, from a comparative framework, allows to provide a detailed description of the selected corpus and, beyond our research, is to be used as a research instrument of critical-literary observation. In the second place, to determine what effects the intertextual dimension of picturebooks has regarding the reader formation, which means to identify the strategies with which the picturebook, from its dialogical condition, teaches kids to read helping them in the development of their literary education. The framework into which this research is inscribed operates from three vertices: Theory of Intertextuality, Literary Criticism specialised in picturebooks and Teaching Literature. A representative corpus of works is explored to assess the effects of their intertextual projection and a series of architextual marks that fix the specificity of the genre and determine its link with literary tradition and education are identified. The result of this analysis allows us to conclude that intertextuality assumes in the picturebook a hermeneutic functionality “conditioning the reading processes”, semiotic “reconsidering the presence of works within a cultural system” and didactic “aiming at the development of cognitive skills associated with a set of learnings”.