Literatura e ensino: a leitura integral de a metamorfose, de Franz Kafka, em sala de aula, e algumas implicações para a formação de leitores críticos na educação básica

• Ano de defesa: 2024
• Autor(a) principal: Guimarães, Sheila Cristina Trevisol
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Doutorado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Ensino de literatura; Formação humana; Mediação; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/18321

The research aims to provide a theoretical and practical basis for pedagogical work based on the complete reading of literary works in high school. Its purpose is to understand the relationship between literature and school education, with a focus on teaching literature in high school; it understands that the main objective of this teaching is the appropriation of literary works that contribute to the education of students with a view to omnilaterality. Such appropriation cannot occur without the complete reading of these works, for which reason the thesis takes as its object of analysis a teaching experience with the reading of The Metamorphosis, by Franz Kafka. The proposal for the complete reading of literary works and a pedagogical work that aims at the critical appropriation of the knowledge developed related to such works is based on Historical Critical Pedagogy, initially formulated by Dermeval Saviani. This is a pedagogical theory that supports a historical-critical didactic approach, with a teaching method organized in articulated and mutually implied moments, aiming at the transition from the empirical to the concrete, through the mediation of the abstract. We defend the guarantee of space and time for the complete reading of quality literary works, which requires, on the part of teachers, theoretical knowledge about the potential of literary texts and their importance for human development, in addition to the search for appropriate methodologies for pedagogical work with this type of text in schools. In social terms, this work cannot be effected without adequate material conditions.