A literatura infanto-juvenil e o sentido estético da arte literária na escola: entre a pedagogização e a escolarização

Abstract

In this research, we sought to problematize the relationship between children's and young adult literature and school, to differentiate practices that aim to "pedagogize" from practices that seek to educate, in the same way that we develop understandings about the aesthetic meaning of the literary text and, also, how the BNCC understands literature for children in school. Therefore, we intend to construct reflections on the aesthetic meaning of the literary text, its artistic, provocative and pleasurable competence that, at times, is marginalized, sidelined, to the detriment of the pedagogical, formative and ideological side. Therefore, we chose as a general objective to analyze how children's and young adult literature has been understood in the school environment, because it has commonly been pedagogized and schooled, given the emphasis on practice as a tool for the student's reading, writing and linguistic process, to the detriment of the aesthetic meaning of literary art in school. To construct the theoretical framework, we used the contributions of Soares (2011) on the “pedagogization of children’s and young adult literature”, a term used by the author to present the problems involving children’s and young adult literature and school; Abramovich (2009) on the artistic meaning of the literary text and all the imaginative and fantastic enchantment that a story can provide; Santos (2011) with his investigative contributions on the ideological interests of the wealthiest social classes for children’s and young adult literature; Lajolo (2011) on the world of reading and its contributions to the reading of the world of reading subjects; among others. And, also, the document of the National Common Curricular Base (BNCC) to ground us in the view of literary practices in school. In order to develop all the issues presented, it became necessary to conduct an applied theoretical survey. Therefore, methodologically, our study presents itself as an applied research, of an exploratory nature, which, being bibliographic, seeks to explore the various aspects of literature. We do not intend to reach a specific place as research results, but, as reflective results, we defend literature for children and young people in school as a “social instrument of transformation” and an infinite source of pleasure, which characterizes them as “readers-enjoyers”. This is because, after all, as an art, literature contributes to the personal and social development of those involved, and can stimulate enchantment and imagination, sensitizing emotions, developing the formation of new meanings for life, transforming people, humanizing them.