As narrativas como (re)escritas de si e do outro ante o mal-estar na modernidade líquida: uma proposta de análise semiótica para o Ensino Médio

Abstract

This research stems from the conviction of literature's humanizing potential as a tool for reflection on being in the world and being with others. Considering some contemporary symptoms, such as the lack of empathy permeating human socialization (Peters, 2016) combined with an exaggerated sense of urgency in an atomized time (Han, 2015), a phenomenon driven by the advent of digital media, its impact on social interactions and, consequently, in the classroom, is perceived, reflected in the attitudes of the students themselves and with those around them. Given this scenario, considering the scarcity of semiotic-based studies regarding the analysis of short stories that address the discontents in liquid modernity, this research, anchored in studies such as De Paula (2020), which point to the possibilities offered by a semiotic vision and the need for studies concerning humanization, aims to investigate how this literary genre can be a tool for reflection on the theme, with the proposition of a Didactic Unit for High School. To this end, in theoretical terms, based on Freud (1930) and Bauman (2000; 2008; 2011; 2012; 2017), we conducted a survey that, from a sociological and psychoanalytic perspective, allows us to resort to the developments of the concept of discontents in liquid modernity, especially concerning human subjectivity in the face of time and alterity. Based on authors such as Candido (1972) and Nodari (2019), we consider narratives as enhancers of reflection on being with oneself and being with others. Discursive semiotics, originated from the studies of Greimas (1973) and refined by researchers such as Fiorin (2000), and which seeks to explain the modes of construction of meaning in the text, constitutes the basic methodological simulacrum of this research. The proposed theoreticalmethodological approaches aim, from the semiotic approach to the theme of discontents analogous to time and alterity, to promote reflection in students – considering that, according to the BNCC (2018), literary exercise has an important function in terms of the elaboration of subjectivity and personal interrelationships – and to serve as support material for Basic Education teachers.