Integração do ensino de literatura com o ensino de língua portuguesa: uma revisão bibliográfica

Abstract

The teaching of Portuguese language and literature in Brazil has been changing throughout the years. Since the 1970s, theoreticians, scholars, as well as the political wings responsible for national education have been carrying out studies regarding the teaching of the mother tongue in schools nationwide. The re-democratization period was paramount for the educational discussions in Brazil, the will for change moved the society forward. Educators at several educational levels would gather and share their experiences in the classroom, and that allowed for important dialogues that gave birth to some proposals. These, in turn, pointed out new paths for Brazilian education. The desire was to provide all Brazilian citizens with quality public education. These discussions culminated in the establishment of the Law of Guidelines and Bases of National Education (Lei de Diretrizes e Bases, LDB) – Law Nº 9.394 – an educational milestone in Brazil, which guarantees all Brazilian citizens the right of access to free education. Since LDB enactment, other guidelines have been created, such as the National Curriculum Parameters (Parâmetros Curriculares Nacionais, PCN) in 2008, the National Curriculum Parameters for Secondary Education (Parâmetros Curriculares Nacionais para o Ensino Médio, PCNEM) in 2000, and the National Common Curricular Base (Base Nacional Comum Curricular, BNCC) in 2017. These altogether aim to establish basic parameters nationwide, evidently, respecting the diversity and singularities of each Brazilian region. On the basis of these documents, the teaching of Portuguese language and its literatures started to be seen and undertaken under a discursive approach to language, which aims the integral formation of the student. This process of redesigning the national education resulted in the integration of Portuguese language and literature subjects, which, even nowadays, results in disagreement amongst educational theoreticians. In addition to discussing the groundwork for national education, the present study also aims to comprehend important concepts for the teaching of Portuguese language and literature. A major concept discussed here is literary literacy, since the official documents recommend that the teaching of reading offer the student the opportunity to acquire skills and competence to comprehend different genres. The purpose of literary literacy is to allow that the individual be capable of mobilizing different reading strategies for text comprehension, depending on the reading goal and text type. Additionally, the potential of the literary text to mobilize human emotions is an important part of this study. Literature is one of the deepest manifestations of human subjectivity. Such a potential ensures its capability of transforming and humanizing individuals in a society, and is also one of the presuppositions of the documents ruling national education. The experience with the literary text, through reflection on the addressed subjects and situations, allows for the formation of individuals capable of acting in the society, contributing to improving their reality.