A LEITURA LITERÁRIA NA BASE NACIONAL COMUM CURRICULAR

• Ano de defesa: 2020
• Autor(a) principal: COSTA, JULIANE ALVES ARAUJO
• Orientador(a): Mello, Cláudio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Centro-Oeste
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras (Mestrado)
• Departamento: Unicentro::Departamento de Letras
• País: Brasil
• Palavras-chave em Português: Política pública para a leitura literária; BNCC; Formação do leitor
• Palavras-chave em Inglês: Public policy for literary reading; BNCC; Reader training
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES
• Link de acesso: http://tede.unicentro.br:8080/jspui/handle/jspui/1444

This dissertation presents a critical analysis of the Common National Curricular Base, in its version approved in December 2017, with the general objective of showing how literary reading is approached in the final years of Elementary School (6th to 9th grades), as well as understanding the challenges that the document imposes for the teaching of literature in the classroom, considering the skills and specificities of the artistic-literary field, presented by the Portuguese Language component, which is in the area of language. It is a research that involves procedures such as bibliographic review, critical-analytical and documental analysis under the bias of qualitative research. The choice of this object of study is justified by the importance and impact of the BNCC in Brazilian education, which is part of a history of public policies for education, with the purpose of establishing improvements in the quality of teaching, directing the planning and pedagogical practices of teachers, school institutions and education network, so that there is a commitment to the isonomy of education in the country. We use the theoretical frameworks that underpin the changes in paradigms regarding language and the reader: Dialogism (BAKHTIN/VOLOSCHINOV, 2006) and Aesthetics of Reception (JAUSS, 1994). Next, we present how these theories have fostered the emergence of approaches in the teaching context, such as Reading Mediation (MUNITA; MANRESA, 2012) and Literary Lettering (COSSON, 2009). The analysis carried out indicates a certain erasure of the literature in the document, either because it is presented as one among the various artistic-cultural manifestations, thus placing them in the same degree of importance, or because it does not recognize the specific characteristics of literary language, or because it disregards literary texts as objects that require from the reader an aesthetic appreciation and a critical positioning in relation to the meaning and meanings of the text. As a consequence of that and of the absence of reference to methodological approaches for the teaching of literature, the teacher himself has the task of choosing, creating, implementing and evaluating the methodologies that guide his work with the literary text. In summary, the BNCC indicates objectives and some paths of education in the country, but it is up to the teacher to take responsibility for how to carry out his teaching practice to achieve the goal that the document imposes.