A figuração da conduta infantojuvenil em Cazuza de Viriato Corrêa e em O Pequeno Príncipe de Saint-Exupéry

Abstract

This monograph presents a study on the figuration of children in children's literature of the 19th and 20th centuries, based on the works Cazuza (1938), by Viriato Corrêa, and O Pequeno Príncipe (1943), by Saint-Exupéry. The aim, in the study of these works, was to relate them to the emergence of aesthetic, social and educational values of the late nineteenth and early twentieth century, to highlight the characteristic features of children's literature that link them and to understand how children are figured in the two narratives, investigating the extent to which artistic-literary making gives way to the pedagogical function. We carried out a bibliographic research, in which we adopted the studies by Franco Jr (2009) and Gancho (2020) on how to analyze narratives, as well as the works on Children's Literature developed by Coelho (1981), Zilberman (1985), Coelho (1984, 1987), Resende (1987), Penteado (2001) and Gregorin Filho (2011). Other studies that investigate the nature of children's literature and seek to understand it for its historical, pedagogical and stylistic character also served as theoretical support. The analysis, which consisted of extracting and comparing excerpts from the two works, showed that Cazuza and O Pequeno Príncipe present two children in entirely different situations, acting and reacting under different perceptions of the world and childhood. Viriato Corrêa delivers a narrative that expresses all the authoritarianism and expectation of the adult world about the child, seen as a miniature adult and who must, above all, respect social institutions. Saint-Exupéry, on the other hand, even though it does not entirely escape the pedagogical character, offers a denser narrative that reveals the complexity of interpersonal relationships, in which the child expresses a feeling of frustration in relation to adult life and the responsibilities that flow from it.