Literatura e escolarização: um estudo sobre a presença de Mário de Andrade em livros didáticos do 3º ano do ensino médio

• Autor(a) principal: Siqueira, Jéssica Kelly Rodrigues
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/9540
• topic: Mário de Andrade; Ensino médio; Livro didático; Escolarização; Literatura; Mário de Andrade; Teaching; Textbook; Schooling; Literature; LETRAS::LITERATURA BRASILEIRA

This dissertation proposes a study about the work with the works of Mário de Andrade in Brazilian High School, based on the analysis of approaches of the author and his works taken to the students through textbooks of the 3rd year. It is believed that the practice of literary reading considerably broadens the reflection and criticality of students, because literature allows young readers an accumulation of experiences that will contribute to their process of intellectual formation. We try to understand and problematize how the didactic book allows the youngster's contact with reading, and particularly to examine how the study of Mário de Andrade's works - which articulate tenaciously artistic expression and spheres of Brazilian social life - is conducted in two textbooks analyzed and indicated by the National Plan of the Didactic Book (PNDL), Portuguese Languages, edition of the year 2013, authored by Thereza Cochar Magalhães and Willian Roberto Cereja and Portuguese Language, edition of the year 2013, by Vima Lia Martin and Roberta Hernandes . It is questioned in this work which works and facets of the author are more valued and also how the process of schooling of his literary production occurs. It is known that the textbook formulates a presentation of the author in a format that ignores many of his works and we hypothesize that the reading proposals presented in the textbook are not very effective with regard to the formation of readers, because they tend to present the author's production in a fragmented and invariable way. We use a theoretical reference related to the history of the book and the reading composed by Roger Chartier and Alain Choppin, understanding the material as articulated object what is around it. In addition, we support the theoretical assumptions of Regina Zilberman, Marisa Lajolo, Magda Soares, Maria Amélia Dalvi and João Luiz Lafetá. The present research was based on studies about the teaching of literature, formation of readers and the function of literature in an attempt to discuss its teaching. We start from the assumption that the textbook makes use of the literary text as a support for the teaching of the history of literature, making literary reading a pretext for the study of other elements and disregarding literature as an individual right and, as a consequence, its contribution training of young people.