The renewed interest in Christine de Pizan that has recently become apparent in the critical literature opens up new perspectives for research on a key figure in women’s writing in the Middle Ages. This article proposes an analysis of the relationship that the author establishes with writing, taking into account the role that this intellectual work plays in the field of peda-gogy. Beyond the mere dimension of gendered writing, a question often addressed by critics who, in fact, downplay the importance of the writer, the text offers a broader perspective, where Pizan appears as an important voice of Humanism and medieval intellectuality.

Caggiano, V., Cerullo, L. (2022). La escritura como signo educativo: Christine De Pizan, una historia para escribir, para leer, para contar. GRAPHOS, 2(II), 21-29 [10.4454/graphos.21].

La escritura como signo educativo: Christine De Pizan, una historia para escribir, para leer, para contar

V. Caggiano
;
2022-01-01

Abstract

The renewed interest in Christine de Pizan that has recently become apparent in the critical literature opens up new perspectives for research on a key figure in women’s writing in the Middle Ages. This article proposes an analysis of the relationship that the author establishes with writing, taking into account the role that this intellectual work plays in the field of peda-gogy. Beyond the mere dimension of gendered writing, a question often addressed by critics who, in fact, downplay the importance of the writer, the text offers a broader perspective, where Pizan appears as an important voice of Humanism and medieval intellectuality.
Caggiano, V., Cerullo, L. (2022). La escritura como signo educativo: Christine De Pizan, una historia para escribir, para leer, para contar. GRAPHOS, 2(II), 21-29 [10.4454/graphos.21].
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11590/426517
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