(Counter)canons in perspective: terminology and selection in literature and school
DOI:
https://doi.org/10.5433/1678-2054.2019v37p94Keywords:
Canons, Countercanons, Teaching of literatureAbstract
Since the mid-twentieth century to the contemporary present, Cultural Studies emerge as a field of knowledge in European and US universities, resounding later in Brazil and expanding the transversality of frontiers and the ambivalences among areas of knowledge, conceptual constructs and perceptions of sociocultural conjunctures. From this point of view, literary studies return to the canon/non-canon composition as a dynamo both for an exercise in understanding these concepts and for an analytical criticism and reception of texts in traditional instances, such as the educational one. Considering this scenario, the scope of this paper is to approach the tripartite categorization proposed by David Damrosch (2006) for the canonical literary cosmos – hypercanon, countercanon and shadow canon – and, for this purpose, the (post-)modern historical context, based on Marshall Berman (1986) and Terry Eagleton (1998), and the educational system as one of the traditional structures of literary legitimation, according to Márcia Abreu (2006) and Blanca-Ana Roig Rechou (2010), are also presented.References
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