O lugar da literatura no ensino técnico integrado dos Institutos Federais

Abstract

This thesis addresses the literature teaching in the integrated technical courses of Federal Education, Science and Technology Institutes (IFs), which are characterized by offering high school subjects articulated to technical training disciplines in their curricula. Its purpose is to identify the place of Literature teaching in the integrated technical courses of the Federal Institutes, based on the paradigms proposed by Cosson (2020) and the curriculum theory of Sacristán (2017).The research is grounded in the history of professional education studies (Manfredi, 2016; Caires and Oliveira, 2016; Moura, 2007; Brasil, 1994; 1996; 2008); curriculum theory (Lopes and Macedo, 2011; Silva, 2005; Sacristán, 2013; 2017); and literature teaching history (Razzini, 2010; Souza, 2014; Cosson, 2006;2014; Segabinazi, 2011) and literature teaching paradigms (Cosson, 2020). The analytical path includes mapping the presence of literature in the curricular components of integrated technical programs at six Federal Institutes through content analysis, classroom observations, interviews, and focus groups, guided by the theoretical framework of literature teaching paradigms. The study analyzes the prescribed curriculum, represented by the regulations of the Federal Institutes; the presented curriculum, found in the pedagogical course projects of six IFs; the planned curriculum, reflected in teachers’ lesson plans; the performed curriculum and the curriculum in action, observed in literature classes at IFRN; and the evaluated curriculum, based on students’ perceptions of literature classes at IFRN. The results reveal that, in both the prescribed and presented curricula, literature is present through a blend of the social-identitarian and historical-national paradigms. In the planned curriculum, literature appears through alternating practices among various paradigms, with a predominance of the historical-national paradigm, especially in relation to the periodization of literary styles. In both the curricula performed and in action, the literary literacy paradigm is hegemonically present. In the evaluated curriculum, however, despite confirming the hegemony of the literary literacy paradigm, it can still be seen remnants of the historical-national paradigm among the students.