Literatura e ensino: uma perspectiva metodológica a partir da poesia de Adélia Prado

Abstract

Today, an educational formation resulting from a social order based on the supremacy of rationality and technique is perceived, that is, there are teaching perspectives that do not value sensitivities and that do not act in the formation of autonomous beings constituted, also, by subjectivity . In this sense, there is a need for more meaningful learning, which establishes self-awareness in a humanization process. Given this, literary art proves to be fruitful, since, in the act of reading, it returns to men some of its primordial characteristics, such as sensitivity, in terms of sensitive-sensory knowledge. However, literature is losing its recognition as an area of knowledge construction both in society and in the school space. For this reason, the main objective of this research is to discuss the approach of literary art at school and to reflect on the importance of this area in full human formation. To this end, this research focuses on the work of Adélia Prado, which, due to its specificity, makes it possible to rethink the subject's placement in the world, taking into account its singularities. Therefore, this research proposes a theoretical-bibliographic and practical-documentary methodology in order to meet the demands of the research object, characterized in a singular way for being of a literary nature. It is intended that the aesthetic analysis of Adélia Prado's poetry, as well as any theoretical discussion about this art, can support methodological paths for effective teaching of literature; one of them, proposed in this research, is the work with didactic sequences, aiding the planning process of literature classes.