"Trouxeste a chave?" Letramento literário no ensino médio: uma análise da BNCC e de livros didáticos do PNLD 2018.

Abstract

The objective of this work is to discuss the presence of literature in high school, assuming literary literacy as a teaching paradigm capable of promoting the formation of critical and creative readers, in addition to promoting, as a result of literary fruition, the humanization of subjects. This theoretical perspective is opposed to traditional literature teaching paradigms that prioritize peripheral aspects of the text, instead of reading the text itself, a practice that mischaracterizes literature and endangers its existence. This is a documentary and bibliographical research, of an interpretative nature, which has as its corpus the BNCC of Languages of Secondary Education, in addition to four collections of textbooks from the PNLD 2018. They are: “Vivá Língua Portuguesa” (VLP) collection, “ Being a Protagonist” (SP), “New Words” (NP) and “Language and Interaction” (LI). At BNCC, we seek to identify its potential to guide curricula towards a teaching-learning of literature capable of forming critical and creative readers. In textbooks, we analyzed the place that literature occupies, the repertoire of texts available for reading and the ways of reading proposed by the activities. The data reveal, on the part of the BNCC, a lightened, non-specific treatment and with gaps regarding the teaching of literature. As for textbooks, advances were noted in relation to previous research regarding the place of literature and the composition of the repertoire. As for the proposed reading modes, there is a strong tendency to guide reading through the text, to the detriment of context and intertext readings, which we understand to be a remnant of the grammaticalist tradition in mother tongue teaching. Among the main theoretical references with which we dialogue in this research are Paulino and Cosson, 2009; Cosson 2014a, 2014b, 2020, 2021; Morin, 2003; Candido, 2011, 2012; Gallian, 2017; Barthes, 1979; Milk, 1983; Bordini and Aguiar, 1993; Colomer, 2007; Champagne, 2009; Todorov, 2009; Zilberman, 2009; Lajolo, 2009; Dalvi et al, 2017.