Literaturas de língua inglesa: representações e sistematizações do ensino
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Data
2021-03-03
Autores
Dalla Torre, Patrícia
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa consiste em investigar a sistematização do ensino das literaturas de língua inglesa do curso de Licenciatura em Letras da Faculdade de Ciências e Letras de Assis com base na proposta curricular dos programas das disciplinas de 1997 a 2017. A partir da análise documental, discute-se as representações literárias e metodológicas exteriorizadas pelo processo de disciplinarização, que é perpassado pelas obras e teorias. São analisados o conteúdo literário, sua abordagem e maneira pela qual esses elementos constituem um perfil docente. Em vista disso, são apontadas as principais tendências do ensino que caracterizam o elemento formativo do professor de literatura de língua inglesa do curso de Letras. O aporte teórico se atém, principalmente, a Pierre Bourdieu (1983a, 1983b, 1996, 2007, 2015, 2017); Roger Chartier (1991, 2001, 2011, 2014); Terry Eagleton (1983, 2011), Antoine Compagnon (2009); Roland Barthes (1971, 1987, 2004a, 2004b); Antonio Flavio Moreira (1990) e Tomaz Tadeu da Silva (2003a; 2003b). Como resultado, por meio do conteúdo e de sua disposição no currículo foi possível identificar uma concepção literária e metodológica acerca dessas literaturas, no decorrer dos vinte anos. Acredita-se, portanto, que este trabalho contribui para o debate sobre os elementos de ensino que estruturam a incorporação do capital literário e linguístico, assim como elucida a relevância da literatura para a formação crítica do sujeito-docente.
This study consists of investigating the English language literature teaching systematization of the Languages and Literatures course of Faculdade de Ciências e Letras, Assis campus, focusing on the syllabus curricular proposition between 1997 and 2017. It was based on the Documentary analysis to discuss the literary and methodological representations externalized during the disciplinarization process which literary works and theories rely on. Aspects of the literary content, its approach and the how these elements constitute the teacher’s professional profile are analyzed. From here onwards, the main teaching tendencies that indicate the educational characteristics of English language literature teacher for the Languages and Literatures course are aimed. The adopted theoretical framework, mainly, includes Pierre Bourdieu (1983a, 1983b, 1996, 2007, 2015, 2017); Roger Chartier (1991, 2001, 2011, 2014); Terry Eagleton (1983, 2011), Antoine Compagnon (2009); Roland Barthes (1971, 1987, 2004a, 2004b); António Flávio Moreira (1990), Thomáz Tadeus da Silva (2003). As a result, it was possible to identify a literary and a methodological conception about these literatures according to the content and its layout in the curriculum, throughout the twenty years considered. It is admitted, thus, this work contributes to the debate of the teaching matters that constitute the incorporation of literary and linguistic capitals, as well as the manner they elucidate the importance of literature to the teacher’s critical education.
This study consists of investigating the English language literature teaching systematization of the Languages and Literatures course of Faculdade de Ciências e Letras, Assis campus, focusing on the syllabus curricular proposition between 1997 and 2017. It was based on the Documentary analysis to discuss the literary and methodological representations externalized during the disciplinarization process which literary works and theories rely on. Aspects of the literary content, its approach and the how these elements constitute the teacher’s professional profile are analyzed. From here onwards, the main teaching tendencies that indicate the educational characteristics of English language literature teacher for the Languages and Literatures course are aimed. The adopted theoretical framework, mainly, includes Pierre Bourdieu (1983a, 1983b, 1996, 2007, 2015, 2017); Roger Chartier (1991, 2001, 2011, 2014); Terry Eagleton (1983, 2011), Antoine Compagnon (2009); Roland Barthes (1971, 1987, 2004a, 2004b); António Flávio Moreira (1990), Thomáz Tadeus da Silva (2003). As a result, it was possible to identify a literary and a methodological conception about these literatures according to the content and its layout in the curriculum, throughout the twenty years considered. It is admitted, thus, this work contributes to the debate of the teaching matters that constitute the incorporation of literary and linguistic capitals, as well as the manner they elucidate the importance of literature to the teacher’s critical education.
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Literaturas de língua inglesa, Representações sociais, Formação de professores, Literatura - Ensino, Letras - Currículo