Os professores e a seleção de livros literários para uso na escola

Abstract

The MSc research The teachers and the selection of literary books for use in school focuses on research criteria used by teachers of the last three years of basic education in private schools of the East and Northeast of the city of Belo Horizonte for selection of literary books worked in class. The choice of this age of students, 12-15 years old, is due to the fact that the conflicts present in the selection of texts become larger, because there are no longer used the "children's books". Already in high school, the choices are linked to indications of vestibular, which is not a goal of this work. The choice of the region to be studied is a sociological cut. In private schools of the East and Northeast regions predominate students belonging to the middle class "remedied", very mobilized by the education of the children, being active in choosing the institution and intervening in its actions. In the South Region, for example, private schools, mostly serve to classes A and B, which rely on the excellence of the school, pay expensive tuitions and have cultural capital of the elite. Questionnaires of closed type were administered to teachers, which could answer quickly to questions. This minimized the chances of obtaining answers outside the context of the question. The data was organized into categories and nominal investigation occurred on the incidence of the criteria set forth by the teachers. Tables and graphs were produced, which enabled analysis and systematization of the number and percentage of reazons of the choices of literary books. Some teachers contributed in a special way with this research, providing examples of evaluative activities, already implemented in the classroom, on the literary books read by their students. An analysis of this material in order to identify the purpose of those assessments and see if there was a concern with the literary literacy of young people. It was found that there are many factors that determine the choice of literary books by teachers such as institutional guidelines and feedback from parents. Although most teachers declare that considers the preferences of their students, this research shows that the books are selected even before the school year starts, often through a list of books that should be read by young people. Through the evaluation instruments analyzed, it was observed that the teaching of literature in schools surveyed is often limited by moral or religious censorship. Moreover, the evaluations have shown what most teachers stated in the questionnaires: the purpose of literary reading is not always the construction of meaning, but the structural aspects of the text. Even though many teachers have graduate and declare to know and appreciate the strangeness that a literary text can induce on the readers, this study shows that they have walked in search of the diversity of genres and authors, but with little progress toward formation of literary readers.