Literatura na escola: velhas crises, novas demandas

• Autor(a) principal: Freitas, Raquel Monteiro da Silva
• Data de Publicação: 2019
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/20836
• topic: Literatura; Ensino de literatura; Discurso; Documentos oficiais; Literature; Teaching of literature; Discourse; Official documents; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA

This research has object of study the discourse on the teaching of literature. It also arises from several questions and circumstances involving The Teaching of High School Literature in Brazil, especially in Paraíba. Its general objective is: To investigate conceptions of literature and teaching of literature in high school, from the analysis of official documents and the teacher's discourse. As specific objectives, we propose: to analyze, in the official documents National Curriculum Parameters - NCP (2000), Curriculum Guidelines for High School - CGHS, (2006), Curriculum References for High School In Paraíba (2008), the New High School (2017), as well as the Common National Curricular Base (CNCB, 2018), the conceptions of literature and literature teaching; identifying its relationship with official documents; his conceptions of literature and teaching of literature and his methodological practices with the literary text. Therefore, it is a documentary base research and a field research. The field research had 10 interviews with high school teachers from schools in the city of João Pessoa, state capital. This research is based on the theoretical assumptions of Discourse Analysis, through the Bakhtin and Circle studies, as well as some researchers based on this line of study, such as Sobral (2008), Faraco (2010), Fiorin (2011), Francelino (2007), Sousa (2010). After analysis with the corpus, we came to the conclusion that the CNCB (2018), as well as all other documents that came before, follow social, political, economic and cultural transformations. With regard to literature, the Base seems to have been able to broaden its concept, considering that it now considers not only canon works as literary works, but also see in popular art, in contemporary literatures a path to the teaching of literature. With regard to the teacher's discourse, it is found that the teacher still finds it difficult to access, as well as transpose the ideals proposed by the documents to the reality of the classroom. A good part clings to the textbook discourse, because it believes that it, being in line with the Curriculum Guidelines, becomes a good proposal for the teaching of literature. Some teachers, however, reveal that they have already abandoned it, as they consider it in a cast, given that it still follows a traditional perspective, taught through historical periodization, so they prefer to follow a more contemporary view, in which they can bring different texts and literary genres for the classroom. The research also reveals that, even after 50 years of discussion about the place of literature in the teaching of Portuguese language in high school, some questions remain, as for example, what place it should occupy in the school curriculum, in view of so many changes in recent years.