Literatura no ensino médio : entre a tradição e o letramento literário

Abstract

The present study aims to present a discussion about the Literature teaching in High School and its nuances between tradition and the literary literacy aspects through a proposal of interdisciplinarity in the light of the theories of History of Education and Language. Therefore, the work is proposed at first to establish a reflection on the literature and conceptualization which functions it’s performed by cultural, social and historically situated(SILVA, 1972; 2006; LAJOLO, 1995).With regard to the teaching of literature, it is observed that, generally, there is the primacy of historiographical approaches rather than appropriating the concepts of literary literacy(RAMOS; ZANOLLA, 2009; COSSON, 2006).Thus, the study in question, seeks to establish a dialogue in the light of the theories of Chervel (1990) and Julia (2001) on the history of school subjects and school culture to understand that the reasons for such dissonances are explained, back to look at the institutionalization of literature as a school subject. This study aims to establish a historical route on the teaching of literature to subsequently raise an analysis of official documents of high school - henceforth PCNEM (1999); PCNEM + (2002) and OCNEM (2006) - with the purpose of analyzing the genesis of the guidelines and the place destined to the literature within them. For that, a chapter will be elaborated on what would be literature and its functions. Next, a chapter will be established on the literature and the school context and the approaches of literature teaching in the middle level. Finally, an analysis will be made of the National Curricular Parameters of Secondary School to confront the discussions established in the guidelines with the theorizations listed in the study in question. This research is configured as a qualitative bibliographical research that relies on the interpretative method and has documentary analysis as a research technique (ALVES-MAZZOTI; GEWANDSZNAJDER, 1998; MICHEL, 2009).