Papel do ensino de Literatura no ensino médio: análise a partir de escolas estaduais da área urbana do município de Humaitá-Am

Abstract

This research investigates the role of literature teaching in urban state high schools in Humaitá, Amazonas. The main objective is to understand the position of literature in these schools, considering its social function and current legislation. The methodology followed a qualitative approach, including bibliographic, documentary, and field research. Semi-structured interviews were conducted with three Portuguese language teachers and nine senior high school students across three different institutions. Data was analyzed using the content analysis technique (Bardin, 2016). Based on the theoretical framework of authors such as Candido (1995, 2006), Cosson (2021), Perrone-Moisés (2006), and Zilberman (2009, 2012), the results reveal an educational paradox: although literature is recognized as essential for human development and critical thinking, it faces a structural silencing caused by its dilution within the BNCC (National Common Curricular Base). It is often subordinated to grammar instruction or the pressure of exams like ENEM. The study also identified a lack of continuing education for teachers and a desire among students for specific spaces for literary mediation that go beyond practical goals. The research concludes that teaching literature in the context of this research is an act of pedagogical and political resistance. Educational policies are necessary to ensure access to literature as a fundamental human right and to promote critical citizenship within the Amazon context.