A formação da historiografia da literatura brasileira : uma história dos cânones escolares no Brasil (1759-1890)

• Ano de defesa: 2011
• Autor(a) principal: Cardoso, João Escobar
• Orientador(a): Oliveira, Luiz Eduardo Meneses de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Sergipe
• Programa de Pós-Graduação: Pós-Graduação em Letras
• País: BR
• Palavras-chave em Português: Historiografia literária; Ensino de literatura; Cânones escolares
• Palavras-chave em Inglês: Literary historiography; Teaching of literature; School canons
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://ri.ufs.br/handle/riufs/5793

What is seen nowadays as the history of literature, if was not born, certainly developed and acquired the molds that today is so unique, in school and to school, configuring as projects constituting the literary nationality and the nation itself. Thus, the overall objective of the study is to analyze the first three compendiums of Brazilian literature: Curso elementar de literatura nacional (1862), by Fernandes Pinheiro, O Brasil literário, by Ferdinand Wolf and Curso de literatura portuguesa e brasileira (1866-1871), by Francisco Sotero dos Reis, relating them to the development of the discipline of literature in the curricula of secondary education in its gradual path to independence from the chair of rhetoric, noting how such books have been responsible for building and consolidating the canon of national literature, as well as the invention of a literary tradition in the country. This work is affiliated to the line 2 of the Research Group History of the Teaching of Languages in Brazil, entitled "Literary History and Teaching of Literature: a history of the school canons in Brazil". This line attempts to identify the processes by which, in different times or periods, certain works or authors remained in the condition of classics and some not, in reading textbooks or in the history of literature. For this research, it is taken into account not only the domestic agents, but also the typographical devices, as well as other external actors in the process of constructing the meaning of texts. Thus, we used assumptions brought by authors of literary studies, Carpeaux (1959), Culler (1999), Eagleton (1985), Souza (1999) and (2007); of the history of reading practices, Chartier (2000) and Hebrárd (2001), of cultural studies, Anderson (2008), Hall (2005), Hobsbawm, Renan (2005) and Williams (1960) and of the history of school subjects and textbooks, Chervel (1990) and Choppin (2004).