Ensino de literatura: subjetividades docentes, formação inicial e chão de escola em uma região periférica de Manaus

Abstract

This research aimed to investigate, taking the freirian dialogy as a method and starting from a historical-cultural approach, if the critical-reflective understanding is developed in the initial formation of the literature teacher in order to contribute, during his teaching in basic education,

for a teaching of literature that becomes a space for reflection and voicing. The critical- reflective perspective of knowledge construction is one in which there is space for questioning

and pondering about the ordering of things, which enables the construction of senses and meanings. Based on this proposal, the subject-teacher of literature was defined as the subject of the research, who was observed in his relationship with the literary text in teaching practice. Based on the assumptions of freirian dialogy and considering the historical-cultural approach, the procedures adopted to conduct the research and data analysis were the discursive document analysis, individual open narrative interviews and participant observation. The place of research on initial formation was the degree in the Letters Course – Portuguese Language and Literature – at the Federal University of Amazonas. For the investigation of teaching practice, high schools of the state public education network of the District Education Coordination 05 of the State Department of Education and Sports were sought. The subjects followed longitudinally in the research were two, in two schools of the aforementioned Coordination. The choice of this Coordination was based on the research interest of investigating the teaching of literature also from a geopolitical perspective, in an urban and peripheral Amazonian context, in which the Federal University of Amazonas is inserted. The results showed that the non-development, during the degree, of a pedagogical view of initial formation, supported by a critical-reflexive perspective of literature teaching, makes it difficult to work with the literary text in the teaching practice. What was verified, in the field, is that the subjects face difficulties to discuss the literary text from the socio-historical-cultural context, focusing the work on the conceptualization/literary periodization. In the development of the actions carried out by the research, sought to resolve these difficulties, establishing a contextualized work of the literary text, developed from teacher mediation based on dialogue with students, considering their experiences as bridges in the process of building critical-reflexive thinking provided by the work with literature. The results showed the need for greater alignment between initial formation and teaching in basic education, which can be made possible both through research and extension actions and by discussing and pondering about the teaching of literature during the classes of literary studies subjects in initial formation, in order to provide an active literary education, based on criticality, which contributes to the development of subjectivity.