Intertextuality: Textual Dynamics and Didactic Applications
DOI:
https://doi.org/10.17613/5ykfr439Keywords:
Intertextuality, Dialogism, Literary Creativity, Reader-subject, Textual NetworksAbstract
In this article, we explore the notion of intertextuality, defined as the set of relationships and influences that exist between different literary texts. Drawing on the theories of Bakhtin, Kristeva, Barthes, and Genette, we highlight how each text engages in dialogue with others, whether through explicit citations, subtle allusions, or creative transformations. Intertextuality is presented as a dynamic process in which texts mutually enrich each other, offering new perspectives for reading and interpretation.
The article also examines the pedagogical value of this concept in the teaching of literature. An experiment conducted with secondary school students in Morocco illustrates this approach. After studying La Chèvre de Monsieur Seguin, the students rewrote a scene by integrating elements from the tale Le Joueur de Flûte. This activity allowed the students to concretely discover the mechanisms of intertextuality while fostering their creativity and enhancing their understanding of the works.
In conclusion, the article demonstrates that intertextuality is not merely an abstract literary theory but a powerful didactic tool. By enabling students to recognize and exploit the connections between texts, it promotes a more critical and active reading, transforming the literary experience into an interactive and creative process.
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