O PRAGMATISMO DO ENSINO DE LITERATURA NO ENSINO MÉDIO: ENTRE OS DOCUMENTOS OFICIAIS E OS LIVROS DIDÁTICOS
Journal Title: Ideação - Year 2017, Vol 19, Issue 2
Abstract
In the last few decades, the teaching of literature has been the focus of much scrutiny and criticism. Many researchers and professors alike have willingly come forth expressing their views on the current handling of the subject as being a critical flaw in Brazilian school curriculums. Professor Edmir Perroti, from São Paulo University, has stated that literature education has always been a complicated matter, given the excessively pragmatical approach schools use in the conveying of swaths of hard, cumulative knowledge. Pragmatism features prominently in the criticism of many other professionals on the subject as well, identifying it as the primary villain in the failure of literature education, as it is emphasized above all else in the current approach to teaching, to the neglect of more nuanced methods centered on the creation of lifelong reading habits and enjoyment. It is the purpose of this communication, then, to provide a reflection regarding the main reasons for the adoption and maintenance of this stifling, pragmatismcentered approach to high school literature education by means of a bibliographical survey on the subject, based on comparisons and analysis of the two guiding elements for reading and literature education: the Ministry of Education’s official documents and Paraná State Secretariat of Education’s documents, as well as textbooks supplied by the Federal Government by means of the National Textbook Program (PNDL, for its Portuguese abbreviation).keywords: Machiavelli, Conflict, Four Temperaments.
Authors and Affiliations
Donizeth Aparecido dos Santos
Keywords
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