Literatura e escola: reflexões acerca da formação literária dos alunos do ensino médio das escolas públicas estaduais de Viçosa

• Autor(a) principal: Siqueira, Edit Maria Alves
• Data de Publicação: 2011
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: LOCUS Repositório Institucional da UFV
• Texto Completo: http://locus.ufv.br/handle/123456789/4832
• topic: Literatura; Leitura literária; Formação do leitor; Literature; Literary reading; Education of literary; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS

Modernity requires a fluent reader, able to understand what he reads, making intertextual relationships and establish connections with reality. Education is not only a system to transmit knowledge, but to redefine the new action practices within an ongoing process of diagnosis, discussion and decision-making. Reading proficiency is a major goal of basic education, so, in the end of the “Ensino Medio”, it is expected that the students have mastery of this essential tool. Any reflection on the reading competence of the students passes through four major areas of the Portuguese language discipline: the language, literature, writing and speaking. This research aims to focus a special attention at one of these areas: literature, seeking to identify the literary reading practices adopted by schools, as well as checking the relations between literature teaching and education of literary texts readers. Furthermore, we used different research instruments: a review of official documents, questionnaires and interviews and searching the role of school libraries in this process. Thus, it was possible to analyze the cultural conditions of the student as a reader and the different readings that they had accessed during the basic education. The analysis showed a weak relationship between school, literature, education and investment in the education of literary texts readers. Students study literature, but are far from literary reading. From this perspective, it was possible to identify some factors that have contributed to disturb the literature reading in schools: new technologies competition, the inappropriate selection of literature books for reading, the diversification of school readings with the incorporation of different genre, the students rejection of compulsory reading and the lack of concrete opportunities for the student to have access to literary text. Thus, the search for a new educational model can start by setting clear goals for the literature teaching. Achieving these goals, schools need to be reprogrammed in accordance with the new educational guidelines, considering the replacement of the encyclopedic knowledge for the students literary competence.