Tal BNCC, qual ensino de literatura?

Abstract

From its preliminary versions, the National Common Curricular Base (BNCC) has come under much criticism. Several studies have pointed out conceptual and methodological flaws both in the field of specific disciplines and in pedagogy. In the case of mother tongue education, the situation was no different. In spite of the criticisms, the final document still presents a fragile and limited orientation of literary education. In this study, based in a bibliographic reflection, these criticisms are resumed with the objective of situating the place of literary education in the BNCC. To this end, the analysis comprehends both the scenario of the Global Educational Reform Movement in which this new legislation is inserted and the constitution of Portuguese language education in the last decades, as well as the concepts of literature and its schooling in this new educational legislation. The result of the analysis is that, despite the supposed modernization of the mother tongue teaching and the attendance of social and cultural transformations demanded above all by the widespread access to the internet, the BNCC repeats the ancillary position to the teaching of Portuguese language given to literature by the guidelines curriculum that preceded it.