A leitura literária e os fios da escolarização: tecendo teias ou tapetes voadores?

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

This study deals with the schooling process of the literary reading, a concept born of the discussion about the modes of appropriation of the literature by the school, whose productions we denominate Criticism of Literary Reading Schooling Process and which are described, in the study, on the perspective of its historical constitution and the mode they are related to the school practice, sometimes criticizing, sometimes introducing a dichotomy between the pedagogical discourse and the aesthetic discourse. The investigation was done through the study of teaching practices with the literary reading in a municipal school of Salvador, on basic level, focusing, mostly, on the relationships of those practices with the theoretical productions in the literary reading field, its criticisms and postulates. The main contribution intended by the study was to favor the reflection on the symbolic and actual conditions that the public school teacher has to build an adequate and significant practice with the literature. In order to achieve that, a field research was done, whose primary intentions were to listen to the teachers and the contact with the context of accomplishment of the school practices of literary reading, taking as a starting point the teaching action in its relation with the various instances of literature schooling process, such as the curriculum, the library, the classroom activities, among others. It was concluded that, although not solely responsible, the teachers develop specific schooling process strategies, which are based on their experiences with the literary reading and that depend on the conditions offered by the institution, but, mainly, on their didactic knowledge, which has determinant value in the transformation or maintenance of the inadequate ways of the literary approach. The need of institutional support to the teachers regarding the continuing education in the reading didactic and the understanding of the importance of other school instances, especially the curriculum and the library, in the transformation process of the literary reading schooling process modes, was considered to be overt.

ASSUNTO(S)

leitura literária reading pedagogical discourse educacao leitura school escolarização da literatura pedagogical practice escola literature schooling process discurso pedagógico prática pedagógica literary reading discurso estético aesthetic discourse

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