Diálogo das Letras (Dec 2013)
Ensino de literatura brasileira: investigando concepções de professores da rede estadual de Pernambuco sobre orientações e documentos curriculares oficiais
Abstract
There are about of 40 years, the linguistic studies passed to conceive the language as social interaction. This implied modifications in the teaching of language and literature, leading to questioning of the rigid division historically operated between them (CHIAPPINNI, 2005). Furthermore, the literature has been seen as powerful instrument of human formation, esthetic fruition and understanding of human, which justifies its insertion in the curriculum (CANDIDO, 2012). In Pernambuco, the teachers of public network have of an official curriculum proposal (Common Curriculum Base - BCC), that contains concepts and orientations to the teaching practice, without prejudice of the school autonomy. Beyond her, there are the OTM (Theoretical – methodological Orientations), with suggestions of activities and appropriates procedures to concepts had in the Base. Like these documents serve of main reference to elaboration of the school curricula, we objectify, according with Cosson (2006) and Ferreira (2007), to investigate the positioning of teachers of Statewide Network of PE about to BCC and to OTM, wherein respect to the teaching of literature. Thereunto, we realize semi structured interviews with 2 teachers of a reference school and 1 of a conventional school. The analysis of the data indicated that the respondents have guideline of the curricula proposal, judge them relevant and highlights the necessity of a formation that provides specific methodological suggestions for teaching literature. Against addition, we judge necessary a continuing formation that provides subsidies to teaching practice and we highlight the relevancy to establish a greater dialogue between schools and universities, in order to we measure, (re)create the thought and lived curriculum.
