Education for the research: reflection from literature subjects

Abstract

The purpose of this article is to present an experience report about an identity signaling through literary texts, with students of the 1st year of high school, in a full-time school, of the State-SED / MS. The purpose of the teaching proposal was for the students to recognize themselves or identify themselves from a study of different literary genres. These didactics was based on the presuppositions anchored in concepts of educating by research, and for this it was structured by a qualitative and empirical bias. The corpus of study is made from the written productions of the students referring to the first monthly planning of the literature discipline, whose guiding theme was identity. For this, we selected examples of these activities and their answers in order to perceive elements of authorship and reflection on the contents discussed. The results pointed out a specific participation of the students with the reflection on identity, the meanings of being a student in high school in the discipline of literature in a full time public school, which aims to research in the construction of knowledge. The theoretical basis that supports this reflection is made from Fernando Becker (2010), Pedro Demo (2007), Jussara Hoffmann (2006), Roxane Rojo (2009) Tania Marques (2010) and Viviane Mosé (2013; 2017). The (re) construct meanings through reading, analysis and textual interpretations in multiple languages: painting, advertising, literary and non-literary texts was the course that the students in this methodology practiced effectively.