O Ensino de Literatura no Ensino Médio: entre os textos e os estudante

Abstract

Social changes in the conceptions of language have brought cultural transformations, which influence the teaching of Portuguese language and Literature. Over time, literature teaching has been treated as a subdivision of mother tongue teaching, which contributes to the devaluation of that content, which is not autonomous, as well as other factors that hinder the proper work with Literature. In the context of Brazilian public schools, it is necessary to rethink the teaching of Literature in secondary schools, so that it can include, in addition to aesthetic enjoyment, the construction of criticality by students, through the broadening of their cultural repertoire by having contact, through Literature, with a wide range of cultures and writings. In this context, this paper proposes a study, which is both quantitative and qualitative (Creswell; Creswell, 2021, with a literature review that includes authors such as Dalvi (2013, 2021), Zilberman (2004, 2012, 2021), Cosson (2009, 2020, 2021), Colomer (2022), among other researchers. In addition to the theoretical fortune of the authors, the research considered official normative documents, such as the National Curriculum Parameters (PCNs) (Brasil, 1997, 2000a , 2000b ) and the National Curriculum Base (BNCC) (Brasil, 2018).The literature review helped to identify hypotheses about students' possible lack of interest in learning Literature, based on which a semi-structured questionnaire was prepared and applied to third-year high school students from a public school in a city in the south of Minas Gerais. The research is based on the hypothesis that the teaching of Literature in the contemporary context does not arouse students' interest, which is why the research research problems are: what are the possible causes of students' lack of interest in teaching and learning Literature? What is the students' perception of the Literature teaching they have access to? As objectives, the research aims to understand the perception of the students surveyed, in order to list hypotheses for the reasons for this lack of interest, also aiming to understand the students' difficulties in relation to teaching-learning literature and what expectations the students have in relation to how Literature should be developed at school, with the possibility of inserting Digital Communication and Information Technologies (DICTs). One of the questions raised by this research is how contemporary schools can teach literature in such a way as to contribute to the expansion of students' literary corpus, as well as contributing to the development of literary reading and its own specific language. Data analysis was carried out using the questionnaire, grouping similar answers so that quantitative graphs and qualitative considerations could be compiled. In added to the results obtained by analyzing the students' answers, another result was the creation of an educational product in the form of a teaching guide for teachers, which was developed on the basis of all the research carried out, in a manner that contributes to teachers who wish to improve their students' performance in relation to literary learning.