Ensino de Literatura: concepções e práticas da leitura literária nos anos finais do Ensino Fundamental de Humaitá-AM

Abstract

This dissertation, which investigates how literary reading is taught in Middle School of the municipal school system of Humaitá-AM, is linked to research Area I: Teaching of Humanities, of the Programa de Pós-Graduação em Ensino de Ciências e Humanidades (PPGECH) of the Instituto de Educação, Agricultura e Ambiente (IEAA) of the Universidade Federal do Amazonas (UFAM). The overall objective of this study is to understand the conceptions and practices that underpin the teaching of literary texts in Middle School, as well as to define literary texts and their importance for literary reading in Portuguese language teaching; to study the concepts surrounding the teaching of literary/artistic texts; to evaluate the legal principles underlying the teaching of literary texts; to identify the perceptions of teachers in Middle School of the municipal school system of Humaitá-AM regarding working with literary texts in the classroom; and to analyze the use of literary texts is implemented in the classroom. This is a qualitative study conducted with seven tenured teachers from the municipal school system of Humaitá-AM, who teach Portuguese; it uses semi-structured interviews for data collection and content analysis to analyze the collected data. The theoretical framework is grounded in studies on literature teaching, literary reading, and teacher education, drawing on theorists such as Candido (2011), Cosson (2010; 2021), Zilberman (2012), and official documents such as the Base Nacional Comum Curricular (BNCC/2017), among others. Based on the statements of the teachers surveyed, the data revealed that, although recognized as important, literary reading often takes a back seat in their teaching practices, occurring infrequently in the Middle School; after all, teachers report being constrained by rigid, prescriptive lesson plans, focused primarily on internal and external assessment systems (mainly AVALIA Humaitá and SAEB), among other issues. In short, it should be emphasized that this research contributes to reflection on the teaching of literature from the perspective of literary reading and teaching practice at this educational level.