Literatura no ensino médio: a percepção docente sobre elementos constituintes da formação humana

Abstract

This research aims to investigate the teaching perception about elements that constitute human formation present in the process of teaching Literature in High School. Literature, according to some theorists, reveals functions that contribute to the formation of man with elements such as reflection, critical formation, freedom and experience. However, scholars like Jorge Larrosa challenge this concept and reconstruct these ideas, questioning the possible usefulness of the literary text. Understanding that the school offers man contact with Literature, through the practice of teaching, we chose to investigate the literary process at school. This study is of a qualitative nature, whose methodological path was outlined by the Case Study method (YIN, 1994), in a high school, located in the interior of the state of Rio Grande do Norte. The choice for the last stage of basic education for research is justified by the fact that Literature is included in the Portuguese language curriculum component only in high school; this facilitated the frequency of contact with literary practice. The data collection technique was performed using the instruments semi-structured interview, free observation and document analysis, whose research subjects were the teachers responsible for the Portuguese language discipline at the school. The data analysis technique was guided by the theory of Bardin (2011), in the prism of the analysis of categorical content. As a result of this research, we obtained the understanding that although students demonstrate resistance to Literature, the possibility of it contributing to human formation, does not disappear, since, the teacher seeks to mediate the teaching of Literature, also, for this purpose; and, although the Portuguese Language in High School discipline is predominantly focused on the skills of objective reading, writing, interpreting, solving activities with a focus on ENEM and obtaining grades, the teacher, with Literature in his hands as a training tool, does not he omits himself as an active subject in search of the student's evolution as a free, reflective, critical and experienced man