Ensino de literatura no ensino médio: uma abordagem significativa dentro da proposta curricular do estado de Minas Gerais

Abstract

The research aims to investigate and outline paths that can contribute to meaningful literature teaching, that is, that contributes to human development through reading and teaching literature in basic education, at the secondary level. To this end, it seeks to identify the importance of literature in school, demarcating it as an essential right to human life, as well as describing and discussing some theoretical and practical paths of teaching literature.It then investigates the constitutive relationship of official documents, national assessments, some practical approaches and choices of teaching materials. Subsequently, focusing on the reality of state schools in Minas Gerais, it analyzes the theoretical conceptions of the Minas Gerais Reference Curriculum, the Course Plans and data collected in state public schools, discussing bibliographical surveys, regional guidelines and the local sample. Finally, proposing a didactic sequence that serves as a reference for teachers' pedagogical choices regarding didactic transpositions of literary texts as reading and teaching material. Thus, based on the premise that current literature teaching does not meet the specificities of the object of knowledge, conducted in school practice through a traditional pedagogy, which empties the literary text of its formative potential, what would be the place of literature in high school? ? How can we overcome the loss of the centrality of literary texts in classrooms at this level of education? How can we ensure that literature has a formative role in the classroom? And how can we harness the power of the literary word as a place of identification for the reader and their world? In this sense, qualitative and quantitative research was carried out, which followed a path that begins with bibliographic analysis and is followed by field research based mainly on teaching theories of Teresa Colomer (2010; 2020), Rildo Cosson (2006; 2020) and Maria Amélia Dalvi (2013, 2019, 2023a, 2023b, 2024a, 2024b) so that, when going through the theoretical development of these authors, it is possible to point out pedagogical choices that can meet the specificities of literature as an inalienable human right.