Ambivalencia identitaria en la literatura chilena canónica

Abstract

Considerando que la literatura ha sido valorada como un espacio muy particular e influyente de construcción identitaria por parte de escritores, críticos e investigadores, este trabajo estudia tres casos de identidad plural y ambivalente en un mismo personaje de autores y textos canónicos de la literatura chilena, Alberto Blest Gana, Pedro Prado y Vicente Huidobro. Los personajes son Martín Rivas, estudiado en cuanto metáfora sociopolítica, Alsino, interpretado como entidad compleja, simbólica y contradictoria, y Altazor, visto como representante de un tipo de líder artista y sacerdotal desacralizador.Palabras clave: identidad, ambivalencia, líder, desacralización.Considering that literature has been valued as a particular and influential space of identity construction by many writers, critics and researchers, this paper shows three cases of plural identity ambivalence in the same character by authors and canonical texts: Alberto Blest Gana, Pedro Prado and Vicente Huidobro. The characters are Martin Rivas who is studied in relation to a socio-political metaphor, Alsino, interpreted as a complex identity both symbolic and contradictory, and Altazor, representative of an artistic, as well as a priestly and paganizing leader.

Representaciones de género y plan lector en Chile: Estudio del corpus literario para primera infancia

“…From the semiological paradigm of the literary text, literature is conceived as a series of texts that present a double code: a linguistic and a nonlinguistic one, in which various cultural systems converge and through which the components that make up the models or representations of the cultures are transmitted (Lotman, 1970;Mignolo, 1986). Therefore, literature has the potential to convey and create culture (Carrasco, 2005(Carrasco, , 2008(Carrasco, , 2009Mansilla, 2006;Lotman, 1970) insofar as culture is transmitted through literature, as a cultural discourse, while literary discourse itself creates culture (Carrasco, 2005). For this reason, when reading processes are carried out in school contexts, cultural representations are communicated that influence the identity processes of the children.…”