"An Analysis of Manuel M. Avenido Jr.’s 'Sa Lalaking Naligsan sa May Interseksyon'"
by Group 5 (11-BPG)
Written by:
- Englis, Gianna Clare
- Acebron, Laurence Mer
- Briones, Princess "Sai" Grace
- Labiang, Mary Josephine
PART 1: IN THE EYES OF 21ST CENTURY LITERATURE...
I. Introduction
Manuel M. Avenido Jr.'s short story "Sa Lalaking Naligsan sa May Interseksiyon" follows the story of a teacher named Ginoo as he contemplates the many problems found in life and society. His journey of self-reflection shows how temporary life is and how the human struggle is a constant everywhere and is present in all our interactions. And that only with resilience and adaptability can all of us, just like the protagonist Ginoo, move forward in our days and find ourselves amidst the bustling city. Ginoo's struggle represents the challenges each individual faces against societal expectations. Avenido Jr. asks us to remember that whatever we face, life moves on, and we can only go along with it bravely and ceaselessly.
II. Summary
"Sa Lalaking Naligsan sa May Interseksiyon" is about how unexpected accidents in our lives, can lead to unexpected outcomes for the person experiencing them. For Ginoo, that unexpected accident had happened in the morning—a person got run over at an intersection in the urban area of Cebu, witnessed by many people, the driver of the jeepney, and himself. The story does not explain the cause of the accident and merely brushes it off and focuses on how society acted like it was nothing and even quickly forgot about it as the day went on. The narrative is told from a third-person point of view, capturing the event and the reaction of those who witnessed it, and then followed with Ginoo’s own first-person point of view as he reflects on that incident. The story follows a linear structure and is told simply in a neutral tone, which shows how the incident was treated as a "normal" occurrence that day.
III. Biographical Context
This narrative is deeply rooted in Avenido Jr.’s personal experience in Cebu City, where he established himself as an important figure in contemporary Cebuano literature. His journey as a writer has been shaped by many of his life events, including the life-changing road accident he experienced at the age of 27, which greatly impacted his perspective and inspired the story of Ginoo, the protagonist in this narrative. After establishing his literary career in Cebu, Avenido relocated to Japan to work as an English teacher, a transition that further enriched his writing and is seen in how Ginoo, as a literature professor, has a passion for reading lengthy Japanese literature. Moreover, his story also covers issues such as isolation and apathy, which is seen in the part where Ginoo finds himself alone amidst the bustling city, mirroring Avenido Jr.’s own experience living as an Overseas Filipino Worker (OFW) and being surrounded by people who aren’t from his own culture. He dedicates this story to all professionals to remind them that life is precious and that they should cherish it by overcoming challenges, growing, and improving.
IV. Linguistic Context
As Ginoo goes to work that day, he struggles with the city's noise, traffic, and fast-paced lifestyle, as it represents his feelings of being overwhelmed and lost as he struggles with his identity and purpose. While he grapples with what his purpose truly is, his goal as an educator remains the same—to make a positive impact on his students’ lives. However, as the story goes on, it is seen in the moments of “Taas man god siya, sir! ” and “Sir, to be honest, wala ko kasabot sa story,” where Ginoo realizes that he has to try harder to reach the hearts of his students. His students represent a broader part of society that prioritizes instant gratifications over intellectual hobbies, which adds to Ginoo’s frustrations.
V. Sociocultural Context
Ginoo’s character is relatable, with his struggles and the way he navigates life in Cebu City truly resonating with readers, especially because we understand the feeling of “Kinahanglang magtigom kay kon dili, basin og mapasmo!” and “Kuwarta ang nagpadagan sa kinabuhi sa tawo,” which are phrases that subtly tackles the effects of capitalism in a way that engages us as readers. Moreover, the author also skillfully communicated moral lessons, especially highlighting the importance of resilience when facing life’s obstacles, which reminds us that moments of hardship can lead to personal growth and a deeper understanding of ourselves. While the story was written authentically and in a relatable way, there were still some aspects that readers might find disappointing, especially regarding the other characters aside from Ginoo. In the story, Ginoo himself takes up the majority of the narrative, with the other characters remaining ambiguous and underdeveloped, leaving them feeling flat and uninteresting. This may be fine with other readers but just like with other works, they all depend on the readers’ taste.
VI. Conclusion
Avenido Jr. wants us to have hope and resilience in the face of adversity and to recognize that life continues despite the challenges we encounter. He encourages us to embrace the present moment and view challenges not as obstacles but as opportunities for perseverance and self-discovery, allowing us to confront our weaknesses and uncover our strengths. This literary work offers profound insights into human nature, society, and culture, reflecting the complexities of our shared experiences and reminding us that despite our diverse backgrounds, we all navigate similar struggles and successes. Ultimately, it serves as a powerful reminder that reflecting allows us to foster a deeper understanding of ourselves and the world around us, uniting us in our universal journey through life’s uncertainties.
PART 2: IN THE EYES OF UNDERSTANDING CULTURE, SOCIETY, AND POLITICS (UCSP)...
Manuel M. Avenido Jr. captures the array of mental and emotional challenges faced by professionals, particularly educators like the protagonist Ginoo. The narrative mirrors a troubling reality in which teachers endure extended hours, poor work-life balance, and inadequate resources—all contributing to heightened stress levels (Adetunji, 2018). Research indicates that teachers experience mental health issues such as anxiety and depression at significantly higher rates than those in other professions (In Life, 2022). While the story highlights the immense pressures teachers face, it also serves as a reminder that emotional and mental instability can affect individuals from all walks of life. Ginoo’s experience with social isolation also resonates with students, illustrating how these feelings can greatly impact academic performance and contribute to academic burnout (Elliottt, 2021).
These challenges are closely linked to the demanding nature of the teaching profession. Research indicates that poor mental health among teachers is closely linked to high job demands and inadequate social support (Borrelli et al., 2014). This theme is vividly portrayed in the narrative, where teachers, including the protagonist, struggle with overwhelming responsibilities that lead to emotional exhaustion. This becomes an issue because the working conditions of teachers are crucial not only for their well-being but also for their student’s success. When teachers experience significant emotional fatigue, their enthusiasm and commitment to their roles may decline, potentially impacting their effectiveness in the classroom (Mérida-López & Extremera, 2017). Bascia and Rottmann (2011) emphasize that the quality of working conditions in schools is vital not only for teacher motivation, effectiveness, and job satisfaction but also for enhancing students’ learning opportunities, emphasizing the need to address this issue.
Many studies demonstrated a strong link between teacher well-being and positive student success. Harding (2019) found that improved teacher well-being aligns with enhanced student well-being and reduces student difficulties. Furthermore, Hussain et al. (2013) emphasize that prioritizing their well-being empowers teachers to effectively manage student behavior, leading to a better learning environment. Recognizing this connection, many institutions implement programs and policies supporting teacher well-being (CDC, n.d.; MHA, 2025; ReachOut, 2025; NEA, 2025; Education Support, 2025). These aim to manage teacher burnout and improve their working conditions, and by doing so, create a more positive and supportive environment for both teachers and students, enhancing education for all.
III. REFERENCES
Adetunji, J. (2018 March 2). “The hidden threat of teacher stress”. https://theconversation.com/the-hidden-threat-of-teacher-stress-92676?t.
Bascia, N., & Rottmann, C. “What’s so important about teachers’ working conditions? The fatal flaw in North American educational reform”. https://doi.org/10.1080/02680939.2010.543156.
Borrelli, I. Benevene, P., Fiorilli, C., D’Amelio, F., & Pozzi, G. (2014 August 21). “Working conditions and mental health in teachers: A preliminary study”. https://doi.org/10.1093/occmed/kqu108.
Elliott, D. (2021 May 2) "Exploring the Prevalence of Social Isolation in Students at a Christian College in West Texas". https://digitalcommons.acu.edu/etd/345/.
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