The literature device and ethnographic research on textbooks

literary education in high school

Authors

DOI:

https://doi.org/10.48075/rt.v18i2.32940

Keywords:

Reading, training of readers, literature at school, didactic material

Abstract

The teaching of literature in Brazilian schools is marked by methodological guidelines that do not favor literary education, with the textbook facilitating the installation of uncritical and passive thinking in high school literature classes. Therefore, this article is based on Regina Zilberman (2009), who points out the fragility of this resource and the reasons why it has negative repercussions when the teaching of literature is observed from literary reading and delves into the investigations of Paulo Sesar Pimentel (2018) and Oton Magno Santana dos Santos (2020). Thus, the objective is to verify the main contributions of the two studies, how they dialogue and complement each other, and how they intersect with studies in the same area, such as Rildon Cosson (2013, 2020) and Magda Soares (2011). Among other evidence, it is demonstrated that this material is not merely printed support but represents, in the context of the classroom, a position on literary reading available for the approval of readers when it comes to Enem and entrance exams, which is far below what could be expected from literary education in the reading lives of the students.

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Author Biography

Fabiano Tadeu Grazioli, Universidade Regional Integrada do Alto Uruguai e das Missões - URI

Doutor e Mestre em Letras pelo Programa de Pós-Graduação em Letras da Universidade de Passo Fundo (PPGL/UPF). Professor do Departamento de Ciências Humanas da Universidade Regional Integrada do Alto Uruguai e das Missões (URI), Campus de Erechim/RS.

References

COSSON, R. Círculos de leitura e letramento literário. 4. reimp. São Paulo: Contexto, 2020.

COSSON, R. Literatura e formação continuada de professores: apresentação da obra. In: PINHEIRO, A. S.; RAMOS, F. B. Literatura e formação continuada de professores: desafios da prática educativa. Campinas: Mercado das letras, 2013. p. 11-26.

FOUCAULT, M. Microfísica do poder. 16. ed. Tradução de Roberto Machado. Rio de Janeiro: Graal, 2001.

PIMENTEL, P. S. O dispositivo literatura no livro didático. 2018. 148 f. Tese (Doutorado em Psicologia) – Programa de Pós-graduação em Psicologia, Universidade Federal Fluminense, Niterói, 2018. Disponível em: https://periodicos.pucminas.br/index.php/scripta/article/view/24001/18343. Acesso em: 26 out. 2023.

SANTOS, O. M. S. Educação literária no Ensino Médio: percursos etnográficos. Curitiba: Apris, 2020.

SOARES, M. A escolarização da literatura infantil e juvenil. In: EVANGELISTA, A. A. M.; BRANDÃO, H. M. B.; MACHADO, M. Z. V. (org.). Escolarização da leitura literária. Belo Horizonte: Autêntica, 2011. p. 17-48.

WEINMANN, A. de O. Dispositivo: um solo para a subjetivação. Revista Psicologia & Sociedade, Porto Alegre, v. 18, n. 3, p. 16-22, dez. 2006. Disponível em: https://www.scielo.br/j/psoc/a/FSfZBpRpHRPgkR9bKhWtnXK/?lang=pt. Acesso em: 28 out. 2023.

ZILBERMAN, R. A escola e a leitura da literatura. In: ZILBERMAN, R.; RÖSING, T. (org.). Escola e leitura: velha crise, novas alternativas. São Paulo: Global, 2009. p. 17-40.

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Published

01-08-2024

How to Cite

GRAZIOLI, F. T. The literature device and ethnographic research on textbooks: literary education in high school. Travessias, Cascavel, v. 18, n. 2, p. e32940, 2024. DOI: 10.48075/rt.v18i2.32940. Disponível em: https://e-revista.unioeste.br/index.php/travessias/article/view/32940. Acesso em: 5 may. 2025.

Issue

Vol. 18 No. 2 (2024)

Section

LITERÁRIA

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