Perspectivas sobre a literatura na escola: uma revisão bibliográfica

Abstract

By treating literature as a powerful instrument of instruction and education, it is worth reflecting upon the specificities of the process of reading the world, made possible by the use of the literary text and its pedagogical potentials in the classroom. Aiming to clarify that and other related issues, the research theme is the teaching of literature and its trajectory in school in terms of practices and conceptions, and the object of study is the recent bibliography about methodologies for teaching literature. The present work aims to develop an updated and extensive bibliographic review about the main approaches and proposals for literary literacy that aim to promote a more meaningful literary education situated in social reality. Based on readings from several studies, this research carries out a comprehensive mapping of various approaches put into practice in Brazil, especially from the late 1980s, in the context of the systematization of various methods in the classic work of Aguiar and Bordini (1988), extending until the present day, when we enter the second decade of the 21st century. Our hypothesis is that the most frequent approaches are guided by perspectives and understandings not as discordant among themselves, with some possible intersections in their views. We chose to privilege scholars and Brazilian contexts in order to ensure greater relevance and potential applicability of the discussion made. Through critical reading and analysis of the ideas presented in the text, we note that there is a tendency to involve the student more actively as a protagonist in the encounter with the literary text, which allows a better impact on the intellectual development of the reader in training, as well as on their emancipation as a subject in the world. The conclusions also point out that it is necessary to reflect on the continuing education of teachers, since various methodological devices are available, and their knowledge is essential for effective pedagogical practice.