O texto literário na sala de aula: estudo e prática de métodos de leitura do texto literário
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Data
2019-04-30
Autores
Costa, Ana Carolina Miguel [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Ao observarmos o cenário hodierno da escola brasileira, notamos que a educação está fortemente baseada no ensino especializado. Na maioria das vezes, ela se encontra pautada por professores preocupados com a reprodução de conteúdos para os exames vestibulares, não-capacitados e marginalizados; escolas com estrutura deficitária; material didático sem qualidade, bibliotecas sucateadas, falta de interesse da sociedade e dos discentes, entre várias outras situações problemáticas. São esses alguns problemas gerais da educação brasileira, mas quando adentramos, mais especificamente, na questão da leitura e do ensino de literatura, os obstáculos são preocupantes. O texto literário recebe espaço escasso, sendo usado como pretexto para o ensino de conteúdos de outra natureza, tais como técnicas de redação ou gramática. Além disso, o discente, que deveria ser protagonista no ambiente escolar, é considerado, em muitas ocasiões, um receptáculo, incapaz de refletir ou analisar um texto sem as interpretações de seu professor. Neste cenário, pretendemos repensar a visão cristalizada e perpetuada de que a literatura deve ser utilizada para outros fins e, com isso, evidenciar o protagonismo dos alunos quando estão em contato com o texto literário. Para isso, apresentaremos possibilidades de trabalho com o texto literário na sala de aula, bem como de leitura, análise, seus benefícios e entraves, e, por fim, a importância do professor como mediador desse processo e do aluno como protagonista. Apresentaremos, assim, um breve panorama da educação e da leitura no Brasil, baseada na metodologia de reflexão sobre o texto e seus recursos expressivos, pautada nas questões epilinguísticas e metalinguísticas, conforme recomendam os Parâmetros Curriculares Nacionais (PCN) de Língua Portuguesa (1997). Ainda compõem este trabalho os dados obtidos com a pesquisa de campo e a interpretação desses dados, na qual empregamos a análise temática, para um estudo quantitativo e qualitativo, conforme proposto por Laurence Bardin (1977).
As we observe the current scenario of Brazilian schools, we notice that education is strongly founded on specialized teaching. Most of the times, we find it in charge of teachers who are non-qualified and marginalized, concerned with content reproduction for university entrance exams; schools with poor infrastructure; low-quality didactic material; dismantled libraries; lack of interest from both society and students; among several other problematic situations. These are some general problems of Brazilian educational system; however, once we enter specifically in the scope of literature and its teaching methods, the obstacles are alarming. There is little space for the literary text, as it is used as a pretext to teach contents of other nature, such as writing techniques or grammar. Moreover, the student, who should be the protagonist in the school environment, is considered, in many occasions, a receptacle, unable to meditate on or analyze a text without their teacher’s interpretations. In this scenario, we intend to reconsider the crystalized and perpetuated perspective that literature should be used for other means and, with that, highlight the empowerment of students when these are in contact with the literary text. For this purpose, we will present possibilities of working with a literary text in the classroom, as well of reading and analyzing, their intricacies and benefits, and, finally, the importance of the teacher as a mediator of this process and of the student as protagonist. We will thus present a brief panorama of education and reading in Brazil, based on a methodology of reflecting about the text and its significant resources, founded on epilinguistic and metalinguistic issues, as recommended by the National Curricular Parameters (in Portuguese acronym, PCN) of Portuguese Language (1997). Additionally, this work is also compounded from the data resulted from field research and the analysis of such data, in which we will apply thematic analysis, for a study both quantitative and qualitative, as proposed by Laurence Bardin (1977)
As we observe the current scenario of Brazilian schools, we notice that education is strongly founded on specialized teaching. Most of the times, we find it in charge of teachers who are non-qualified and marginalized, concerned with content reproduction for university entrance exams; schools with poor infrastructure; low-quality didactic material; dismantled libraries; lack of interest from both society and students; among several other problematic situations. These are some general problems of Brazilian educational system; however, once we enter specifically in the scope of literature and its teaching methods, the obstacles are alarming. There is little space for the literary text, as it is used as a pretext to teach contents of other nature, such as writing techniques or grammar. Moreover, the student, who should be the protagonist in the school environment, is considered, in many occasions, a receptacle, unable to meditate on or analyze a text without their teacher’s interpretations. In this scenario, we intend to reconsider the crystalized and perpetuated perspective that literature should be used for other means and, with that, highlight the empowerment of students when these are in contact with the literary text. For this purpose, we will present possibilities of working with a literary text in the classroom, as well of reading and analyzing, their intricacies and benefits, and, finally, the importance of the teacher as a mediator of this process and of the student as protagonist. We will thus present a brief panorama of education and reading in Brazil, based on a methodology of reflecting about the text and its significant resources, founded on epilinguistic and metalinguistic issues, as recommended by the National Curricular Parameters (in Portuguese acronym, PCN) of Portuguese Language (1997). Additionally, this work is also compounded from the data resulted from field research and the analysis of such data, in which we will apply thematic analysis, for a study both quantitative and qualitative, as proposed by Laurence Bardin (1977)
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Palavras-chave
Literatura, Texto literário, Educação, Ensino, Literature, Literary text, Education, Teaching