El texto literario y el receptor infantil y juvenil

Abstract

In an attempt to clarify the still confusing scene of the present children´s and juvenile literature - and more specifically, the communication between narrator and "narratario"- we have got closed to the aesthetics of the reception and to their followers - with a previous textual analysis- and this has allowed us not only to discover its dignifying task - although involuntary -of a field (the one of literature for children and for young people), whose existence, up to recent times, has been called into question by the purists of the general literature (critics and writers), but also - even more important- to throw some light to the place of the receptor in the whole of the literary fact. In this way, we have brought out into the open the strategies used by the authors to improve the performing competence of the hypothetical readers, in a communicative context with double addressee (children, to whom the work is addressed, and adults, who act as the mediator between the child and the book), with the discursive complexity - and the consequent initial rejection- that it entails for the "narratario" (child, teenager or young person), still in their period of formation, and consequently they may not know the cultural references directed to the adult or to amplify their cultural universe. And in fact, to facilitate the understanding of the reader, authors (and editors) introduce, in the text paratextual information (labels, images, different typographies..), hipotext, (the footstep of the wonderful tale) and hipertext (the language of the mass media) with which children and young people feel familiar, and this makes their approximation easy to the work of art and it wakes up their interest in reading