Starting from the experience of a research group at Roma Tre University on the problems of second-generation immigrants in Rome’s Esquilino district, the author reflects on the educational potential of literary texts in contexts of cultural mixing. Her analysis focuses on two books by non-Italian writers who express the plural reality of this neighbourhood, the Chinese Jin Jian and the Algerian Amara Lakhous. The two stories show, in different situations and with different modalities, the functioning of the textual mechanism of « exotopia », as described by Mikhail Bakhtin. This semiotic mechanism, as well as other theoretical concepts, especially the ideas developed by Michel Serres in Le tiers instruit, confirm the effectiveness of literary texts in situations of intercultural confrontation, both at the level of the production and of reception of texts, thus of intercultural education.
Geat, M. (2020). Du projet « Generazione Ponte » à la création du groupe Ruipi, en passant par l’ascenseur d’Amara Lakhous. In Viviane Devriésère et Marina Geat (a cura di), L’interculturel : quels défis et problématiques aux niveaux européen et international ? (pp. 17-32). Roma : Roma TrE-Press.
Du projet « Generazione Ponte » à la création du groupe Ruipi, en passant par l’ascenseur d’Amara Lakhous
Marina Geat
2020-01-01
Abstract
Starting from the experience of a research group at Roma Tre University on the problems of second-generation immigrants in Rome’s Esquilino district, the author reflects on the educational potential of literary texts in contexts of cultural mixing. Her analysis focuses on two books by non-Italian writers who express the plural reality of this neighbourhood, the Chinese Jin Jian and the Algerian Amara Lakhous. The two stories show, in different situations and with different modalities, the functioning of the textual mechanism of « exotopia », as described by Mikhail Bakhtin. This semiotic mechanism, as well as other theoretical concepts, especially the ideas developed by Michel Serres in Le tiers instruit, confirm the effectiveness of literary texts in situations of intercultural confrontation, both at the level of the production and of reception of texts, thus of intercultural education.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
