ENSINO DE LITERATURA EM CONTEXTO ESCOLAR: FORMAÇÃO INICIAL E PRÁTICA DOCENTE

Abstract

Study on the relationship between initial training in the course of Letters and Literature Teaching in the Basic Network State. As a basic premise, the research considers that it is in the initial training that teachers build knowledge that will use in their teaching practices. The proposal is that although the teaching methodologies anchored in Historiography Literary, in Formalism and still in structuralism have been overcome by new perspectives responsible for the spread of theories such as Bakhtin`s dialogism, the Aesthetics of Reception and literacy, the curriculum continues playing candied practices since the eighteenth century. The objectives that we propose is to reflect on the candied approaches the knowledge disseminated by literary historiography, Formalism and structuralists` current; understand the relationship between initial training in Higher Education and the teaching practice in basic education, in the teaching of literature; and show how are configured, methodologically, the knowledge reproduced in literature classes in High School. The methodology used is the bibliographical search and data collection with teachers working in state Basic Network, formed in UNICENTRO, for categorization of records and analysis of conceptions. The results demonstrate that there is a mixture of theory, sometimes conflicting, into the teachers` discourse. The research subjects are teachers working in high school and who completed a degree in Letters - Portuguese language at UNICENTRO, among the years 2004-2006 and 2010-2014. Through the application of a questionnaire, this work aims to identify: 1. Initial training and their contributions; 2- The literature importance in high school; 3 ratio of students to the literary text; 4- Methods and criteria for the teaching of literature; 5- evaluative methods of teaching of literature; and 6- Official documents in teaching practice. The results demonstrate that there is a mixture of theory, sometimes conflicting, into the teachers` discourse. The finding is that the teaching of literature undergoes a gradual transition moment of theories, treading paths in search of a significant teaching of the literary text.