The Reading of Eduardo Galeano’s Fragments: Interdisciplinary Possibilities in the Classroom

Abstract

Famous for his critical, fragmentary and subaltern writings, Eduardo Galeano is certainly one of the best-known authors in Uruguay literature, although his oeuvre is still little discussed in academia. This article presents the approach of his texts in school education and the importance of his writing and his figure in the Latin American context. Galeano's work, loaded with critical and reflective power on Latin America, transits through the most varied themes, such as regional particularities, daily life, social issues, art, politics, football, etc. In this study, the so-called "fragment" genre used by Galeano is discussed as a proposal for reading activities in the classroom. Therefore, Gustavo Bombini's research on reading policies and practices comes as theoretical support. So does the work of Annie Rouxel and her research group, focused on reader subjectivity. Based on these concepts, this article defends the perspective that Eduardo Galeano's texts allow the reader to practice alterity and self-recognition as part of the Latin American identity.