No meio do caminho tinha uma pedra: (Im)possibilidades em aulas de Literatura a partir do Letramento Literário

• Ano de defesa: 2024
• Autor(a) principal: Freitas, Priscilla Felipe Borges de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Estudos Linguísticos
• Palavras-chave em Português: Letramento Literário; Cerceamento; Silenciamento; Desafio; Discurso literário; Literary Literacy; Restriction; Silencing; Challenge; Literary Discourse; Littératie Littéraire; Encadrement; Silence; Défi; Discours littéraire; CNPQ::LINGUISTICA, LETRAS E ARTES; Linguística; ODS::ODS 4. Educação de qualidade - Assegurar a educação inclusiva, e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos.
• Link de acesso: https://repositorio.ufu.br/handle/123456789/44480; http://dx.doi.org/10.14393/ufu.te.2024.559

This doctoral work emerges as a response to concerns regarding my practice as a Literature teacher. Upon realizing that many students have little contact with literary discourse, particularly texts from classical works of Brazilian Literature, and show an apparent indifference and devaluation of Literature, I felt compelled to explore these issues more deeply. Classroom observations revealed not only a lack of interest in Literature but also a lack of understanding of its importance for the critical and creative development of individuals. In an attempt to change this situation, the need and desire arose to develop teaching strategies that could rekindle students' interest and understanding of Literature. This reflective journey now finds formal expression in this work, providing me the opportunity to share and explore the motivations that drive me to confront these pedagogical challenges. In this context, when considering the underestimation of Literature concerning its relevance in the school curriculum, both by students and school professionals, it is observed that this devaluation results in a restriction of literary discourse in the school context. Consequently, due to power relations, there is a silencing of the teacher in the act of teaching Literature. This scenario corroborates the thesis that, to a large extent, this school context favors an informative approach to literary studies, relegating language work to a secondary level. Thus, my general objective is to develop a participatory research project (Silva and Gonçalves, 2014) that investigates the modes of reading literary discourse in the classroom by 2nd-year high school students, as well as the ways in which the teaching of Literature, focusing on literary discourse, is implemented in the classroom, considering the challenges encountered in the school context. As for my specific objectives, I aim to (a) problematize the role of the school as an agency of Literary Literacy; (b) analyze to what extent Literary Literacy, as a political and ethical stance, has helped me, as a teacher-researcher, in the application of the didactic units I developed; and (c) investigate students' interaction with literary expressions, based on the construction of arguments and humorous effects. To meet the formulated general and specific objectives, I established the following research questions: (a) in the face of the challenges encountered in the school environment for the teaching of Literature, how does the didactic proposal developed by the teacher-researcher promote a Literature teaching based on Literary Literacy? and (b) to what extent do students interact with the literary expressions addressed in the classroom? For this purpose, as a theoretical framework, I rely on the guidelines of the BNCC (2018), as it is the basis that guides the Literature curriculum in Basic Education; on Laval (2004), an author who reflects on a neoliberal society model and how it impacts basic education; on Cosson (2009, 2011) and França (2022), who contribute insights on Literary Literacy as a political stance towards literary knowledge; on Bakhtin (2003), whose theory advocates the concept of dialogism, manifested through the active responsive understanding of the individual towards discourse; and finally, on Transgressive Applied Linguistics, drawing on Moita Lopes (2006) and Pennycook (2006). Thus, writing this thesis not only allows me to express feelings of unease and self-criticism but also promotes an in-depth analysis of the Literature teaching-learning process. Moreover, my hope is to bring these reflections to the teaching community and scholars in the field, in the hope that together we can revitalize the teaching of Literature and strengthen its importance in educational development.