O ensino de leitura literária : uma relação entre experiência e formação

Abstract

This research brings as its centrality the reflection on the teaching of literature in schools. It is based on the premise that the playful appropriation, direct contact and experience with the text are lost as students advance in the years of schooling. Thus, many arrive at the end of Basic Education without a literary background that bases their continuity outside the school environment. Thus, understanding that literary reading takes place in singularity, subjectivity, and interiority in a process of crossing the text capable of providing a "way out of oneself" to confront what one was before this encounter (Goulart, 2023), the guiding question of the research is: how do students and teachers perceive the teaching of literature? What is proposed, as pedagogical practices, when thinking about the teaching of literature in the current school model, specifically, in the final years of Elementary School and High School? In this sense, this research aims to identify the perception of students and teachers about the teaching of literature in order to understand how it can be materialized from the perspective of literary experience. Thus, a field research with a qualitative and quantitative approach is proposed. As a data collection procedure, we initially opted for a bibliographic review based on theoretical discussions on the theme of literary reading and reading experience; with data collection from the application of questionnaires with 42 teachers and 52 students of Elementary School final years and High School who work in state schools located in a city in the northern region of Minas Gerais. The theoretical foundation is based on the studies of Benjamin (1987) and Larrosa (2002, 2015) on experience, Colomer (2007), Compagnon (1999; 2009), Cosson (2014), Cechinel (2018) and Goulart (2023) who discuss reading, literary reading and literal literacy. For data analysis, the "content analysis" proposed by Bardin (1997) will be used, followed by the three phases: pre-analysis, exploration of the material, treatment of the results, interpretation and inference. The results of the research indicate that the students' perceptions encompass dimensions between the reader and their relationships with reading, their relationship with teaching and their reading experiences. The teachers' perceptions point to two dimensions: one in relation to the teaching of literature and the other in relation to the teacher and his relationship with literary reading. As an educational product, it is proposed the elaboration of a Didactic Notebook, in order to offer proposals for work with literary reading