Literature teaching: a relation between official documents and the academic research. / O ensino de literatura: articulação entre propostas oficiais e pesquisa universitária

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

The dissertation consists on a study of official documents which orients Portuguese and Literature for the Secondary Level, considering a possibility to understand the relation between the innovation proposals and the work resultant of academicals research. Our starting point was a conception of curriculum as a cultural artifact, a school invention and, so, a sociohistorical e culturally constituted practice. The aim of this research was to verify if curriculum documents establishes the teaching contents selection and how is this selection made, in other words, how the literature (as school discipline) curriculum was historically constituted. Analyzing the documents we could consider a relation which Geraldi (2003) had already pointed: the pedagogical work presents a tendency to fetishism of the scientific works product. Such observation is linked to an exam which varied editions of both kind of curriculum documents were compared. We considered only the documents produced along the eighties in São Paulo, Brazil. Both proposed innovation in literature teaching, but we observed that the logic of the incorporation of scientific works products is not equal in both documents, possibly due to the fact that the authors of the texts published in the guide Subsídios are academic researchers, and so, they are, themselves, the responsible of an original work elaboration, on the other hand, the text of Proposta Curricular de Língua Portuguesa 2º grau, elaborated by the technical team of CENP assumes, in major, the way which the scientific work (remarked by Geraldi, 2003) is appropriated. This aspect allowed us to attribute to the authors of Subsídios the bourdieusian idea of auctor, and to the authors of Proposta Curricular the idea of lector. The research also allowed us to conclude that this peculiar way of appropriation of the scientific works explain, partially, the permanence of practices rooted in tradition, although mixed to some of the innovation proposals. This mix characterizes the composite relation of teaching knowledge (Tardif, Lessard, Lahire, 1991), another point of view used to understand the question. At last, we understood that the way teachers may mobilize such knowledge is determined by the idea of consumption tatics (as proposed by De Certeau, 1994), explaining what, in a first sight may look just a way to not attend to the control mechanism represented by curriculum, configures, in fact, a mechanism of search for the action protocols, more than the scientific research protocols (Anne-Marie Chartier, 2007).

ASSUNTO(S)

currículo de literatura teachers knowledge academic researches pesquisa acadêmica literature teaching literature curriculum ensino de literatura saber docente

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