No meio do caminho: uma análise sobre o ensino de leitura literária em currículos de cursos de pedagogia

Abstract

This research aims to delve into the significance of literary literacy in the education and training of teachers in higher education, highlighting the intricacies of reading as a social practice. It commences from the premise that reading extends beyond mere literacy, playing a pivotal role in fostering a reading culture and cultivating the practice of literary reading. The concept of literary literacy is examined with an emphasis on the essential role of teachers as effective mediators in nurturing independent and motivated literary readers, based on the studies of Marga Soares (2009), Angela Kleiman (2008), Rildo Cosson (2021), among others. Consequently, it underscores the central role of educational institutions in promoting literary literacy, while advocating the need to surpass approaches that treat literature merely as a means to develop predetermined competencies. Employing content analysis, following Bardin's framework (1977), this study scrutinizes the National Curriculum Guidelines for the Bachelor's Degree Program in Education, Teaching (Diretrizes Curriculares Nacionais para o curso de Graduação em Pedagogia, licenciatura) and a sample of pedagogical projects of public Universities in Paraíba, identifying prevailing trends and patterns in the approach to literary literacy. The findings lead to the conclusion that teacher training programs must integrate literary literacy as a pertinent competence and acknowledge the fundamental role of educators as mediators in the cultivation of literary readers. This context underscores the necessity for the enrichment and broadening of the curriculum of higher education programs in the field of education, preparing educators to facilitate lifelong literary literacy processes and recognizing literature as a fundamental human right.