Literatura e cinema: a (de)formação intermidiática da mulher na obra poulet aux prunes no ensino de francês como língua estrangeira.

Abstract

This research outlines a comprehensive study that explores and reflects on the intersection between the literary and cinematographic narrative of the work "Poulet aux Prunes" (2008) by the renowned Iranian author Marjane Satrapi, in which we can observe the different roles that each woman can play depending on the historical-social context in which she lives and at different moments of life, a thought that further corroborates the idea that women cannot be defined as something definitive and insoluble (Beauvior, 2019). Through an intermedia approach, the research seeks not only to reflect on the nuances of the formation of female roles, but also to study how the cinematographic adaptation can potentially expand literary understanding, enriching the teaching of FLE with an intercultural approach, having as its central question: to what extent can the film adaptation of "Poulet aux Prunes" enrich the appreciation of the literary text, especially in the context of training French as a Foreign Language (FLE) teachers who aim to cultivate an empathetic sensitivity towards diverse cultures? Thus, we want to study the extent to which film adaptation can help in reading and understanding the (de)formation of the female role in the graphic narrative Poulet aux Prunes (2008) in the FLE classroom, as a general objective. For this, we have the following specific objectives: (a) To analyze the literary text and the cinematographic text of the work Poulet aux Prunes (2008; 2011), establishing intermedial and intercultural ties between Iran and Brazil; (b) Discuss the presence of women and their (de)identity formation in the work selected in both media as well as representative of female writing; and (c) Reflect on the contributions that literary and cinematographic reading can offer in the context of FLE teaching/learning, because when we evaluate the contribution it can make to the training of French-speaking professionals, in an attempt to promote the teaching of language and literature in order to highlight its essence as an instrument that enhances intercultural dialogue. Our reflections are anchored in Beauvoir (2019) and Zolin (2009) 2000), with regard to female behavior and female writing in society, in Clüver (2006) and Gaudreault and Marion (2012) with regard to intermediality, in Vanoye and Galiot-Lété (2012) and Müller (2008) regarding cinematographic and literary relations, in Candelier (2013) and De Carlo (1998) in the discussions on plural approaches, more specifically the intercultural one, as well as Bordini and Aguiar (1988 ), and as a theoretical-methodological basis on the approach of literature in language teaching, Pinheiro-Mariz (2007) and cinema in the classroom, Ramos (2021). The research adopts a qualitative approach, highlighting the analysis of social phenomena present in the corpora, such as symbols, beliefs and values, as well as the underlying human relationships (Portela, 2004). Bibliographical, documentary, exploratory and action-research approaches are employed, giving the research a solid basis for analysis and interpretation (Moreira; Calefe, 2008).