Elements of discursive semantics for the treatment of literature in childhood and adolescence

Abstract

Working with literature with children and adolescents demands from the teacher procedures of transposition of meaning to make the text more appreciable and intelligible to its audience. In order to discuss this topic, the teachings of the semiotics of discourse are summoned, which finds its main exponent in Greimas, especially with regard to the topic of discursive semantics. In this article, the concept of isotopy is proposed as a guide to this process and as a theoretical aid to think about the didactic practice of reading teachers and mediators. Thus, the activity of these professionals must pay attention to the thematic and figurative paths they undertake when explaining the meanings of the texts-objects of their practice.