A leitura literária: entre a inquietação traumática no conservadorismo escolar ao puro encantamento na formação humana

Abstract

The present work proposes to reflect on the place of Literature, mainly in school. It is noticed that the role that literary reading plays has shown, over the last few years, a concern between conservative practices and the absence of enchantment in the student's human formation through incessant interactions. From the analysis, it is noted that the instability stems from several factors, but Literature is established as an inalienable right. Bringing into dialogue authors who have already made their studies start from the premise that Literature is a right, such as Antonio Candido. of class. Literature, according to Antonio Candido in his article “The Right to Literature”, is an instrument of humanization and, according to Mario Vargas Llosa, it is what organizes the chaos of the world in its own order that makes us better understanders of this same world and of ourselves. In addition to the pleasure contained in fruition and aesthetic contemplation, Literature provides something else that makes us come into contact with the human. The study carried out here raises some questions, such as, for example, if the teacher mediates literary reading based on reality, if the teacher works with supports that, after all, favor the approximation of literary reading and also analyzes the literary text in its humanizing process. However, despite the concerns, it will remain and for reasons that go beyond the fact that it is a right. Literature has been a powerful instrument of transformation that involves affection and enchantment in the human formation of the student. Such art has a humanizing power which cannot be withheld in life and, therefore, in school. The questions presented make us reflect on the situation of the contemporary reader in the face of new technologies and Literature as a right, in their formation.