Female Authorship Literature In High School

Gaps And Possibilities

Abstract

Historically, women have been subordinated and oppressed in society by patriarchal domination. Over time and the feminist struggle, many barriers were broken, such as the entry of women into the world of letters. However, the patriarchy muffled their voices in the literary world and continues to invisibilize female literary productions. This silence of our writers is reproduced in the context of teaching, which devotes greater attention to the study of works of male authorship, neglecting our authors.Therefore, this study aims to identify the gaps related to the approach of female authorship literature in high school, as well as to discuss its importance, seeking to point a methodological possibility of teaching for an effective work with a work written by women, through a didactic proposal. The methodology used was a literature review, in which we sought the support of authors and authors who turn to studies in the area of literary education, such as Cosson (2009), Zilberman (2012) and Silva (2005). Finally, using as a basis the expanded sequence of Cosson, we present our didactic proposal, which we hope can inspire the practice of teachers in the literature classes of basic education.