Simbología como estrategia para el análisis literario de pigmalión de george bernard.

Abstract

George Bernard Shaw was characterized by his intellectual and humorous writing style; one of his most representative works, Pygmalion, offers a profound critique of the inequalities and ideologies derived from class division. This paper sought to explore the symbolic richness present in his work, the transformation of his characters, educational models for the teaching-learning process, among other aspects. In order to understand the relevance of these issues in our society, the objective of this study was to analyze the symbolism present in the work Pygmalion and compare it with the present. For this purpose, a qualitative study was carried out with a hermeneutic phenomenological approach, in which focus groups were organized with students and specialists were interviewed. The results showed diverse perceptions related to changes in personality and identity, gender inequalities that still affect women, discrimination due to socioeconomic status, the educational deficit between the public and private sectors, along with other problems. According to the analysis carried out, it is concluded that the social disparities raised by Shaw in Pygmalion continue to be a gap that affects individual and collective development in our contemporaneity. Through the study, an understanding of how Shaw used language, education and appearance to expose the power structures of his time was reached. Demonstrating the effectiveness of symbolic exploration in literary texts to address these issues from a critical stance and deep understanding.