A Literatura no Ensino Médio: possibilidades e limites do livro didático de Língua Portuguesa

Abstract

This research tries to understand the teaching of Literature and its difficulties within the discipline of portuguese language, starting from the review of some relevant issues for the teaching and the analysis of the textbook areas, especially with regard to Literature in High School. Therefore, the theme entitled "Literature in High School: possibilities and limits in the portuguese language textbook" is proposed. This discussion was made based on bibliographical and theoretical survey on texts referring to the teaching of literature, so a documental analysis in the official documents of education and subsidies in the textbook, all in a perspective of discourse analysis, whose contribution allows to approach the textbook as a discourse about literature that is historically and socially effective, revealing ways of understanding literature that interfere with the way it is taught. It is assumed that Education is intrinsically linked to the formation of citizens. In this process of reader training, the school needs to exercise its role as a training institution, whose the main instrument is the text. Such perception starts from the certainty that knowledge liberates and emancipates individuals, providing intellectual and social development. The objective of this research is to understand how the teaching of literature works in addition to the portuguese language discipline and its real difficulties, and it is worth mentioning that the knowledge of some adverse factors are importants to overcome them and, thus, offer a more effective and meaningful in the part that belongs to the literature. Thus, considering that the speech/textbook is ideologically formed and transmitted among the speakers, we identified in the analyzed examples the content character that leads the study/teaching of literature and this idea has been transmitted: the traditionalism of LD/LP in that respect. We need more dialogues between educators, especially LP/Literature, and Literature teachers need encouragement and rethink their pedagogical practices, renewing their methodologies even if such manuals at certain times limit them.