Entre as fronteiras da teoria, da análise e do ensino: alguns desafios do professor de literatura

Abstract

There are several challenges that teaching literature can bring to the high school teacher. Teaching preparation, in addition to requiring theoretical and methodological knowledge, requires their proper articulation with the objectives that are sought with literary reading. The selection of texts to be analyzed in the classroom and the indication of the textbook cannot be considered as mere teaching routines, as such choices will directly affect the profile of the reader to be formed and indicate whether these choices are exclusive or not. . Therefore, the main problem encountered in carrying out this work refers to the fact that there are several approaches, methods and / or concepts for the teaching of Literature. In this context, this article seeks to reflect on the notion of literature from the idea of literariness developed by Russian formalists, explaining how this notion fits into the analytical-textual teaching paradigm and enumerating the challenges that this teaching approach can bring to the teacher of literature. To carry out this study, the methodology adopted is based on qualitative research of a bibliographic nature, supported by some authors such as Abreu (2003); Cosson (2020); Eagleton (2003); Fiorin (2000); Hansen (1999) and Lajolo (1995).