About the Aesthetic Mystery in the Literary Text: Key Points for a Pedagogy of Literature

This article contemplates some implications of the concept aesthetic mystery , which, according to Roger Chartier, approaches elements that govern the production and reception of literary texts. To achieve this objective, we take into account reflections belonging to semiotics, literary theory, and philosophy of language. Subsequently, we incorporate these ideas into an analysis of the character Rebeca, in Cien años de soledad [ A Hundred Years of Solitude ], supported by methodical principles suggested by Barthes, who proposes that every single text must be analyzed in the light of a liberating theory of the signifier; and Larrosa, for whom literary reading installs a transformative experience of the imagination. The results show how the effort of demonstrating an aesthetic experience leads us to discover a complex web of meaningful associations that delay the capture of meaning, as well as suggest key points to continue enriching pedagogical reflections on the teaching of literature.

• Tipo de recurso: http://purl.org/coar/resource_type/c_6753
• Fecha de publicación: 2016
• Institución: Universidad Pedagógica y Tecnológica de Colombia
• Repositorio: RiUPTC: Repositorio Institucional UPTC
• Idioma: spa
• OAI Identifier: oai:repositorio.uptc.edu.co:001/12677
• Acceso en línea: https://revistas.uptc.edu.co/index.php/la_palabra/article/view/4812; https://repositorio.uptc.edu.co/handle/001/12677
• Palabra clave: Aesthetic mystery; literary text; gnostic space; aesthetic experience; literature pedagogy; misterio estético; texto literario; espacio gnóstico; experiencia estética; pedagogía de la literatura
• License: Derechos de autor 2016 LA PALABRA