O apagamento da literatura na sala de aula: as experiências de leitura literária no material didático estruturado da iniciativa Foco na Aprendizagem – SEDUC/CE

Abstract

This thesis is situated in the field of Comparative Literature, at its interface with the teaching of literature, and its main objective is to investigate the space of literary reading experiences within the so-called Structured Didactic Material (MDE) of the so-called Focus on Learning initiative, developed by the Department of Education of the State of Ceará. To achieve this, four specific objectives were established: to identify how literary reading is incorporated into the SDM; to examine the proposed methodological approaches, considering genres, strategies, and suggested activities; to analyze the compatibility between these proposals and the guidelines of official documents, such as the National Commom Core Curriculum (BNCC) and the Ceará State Curriculum Framework (DCRC); and to assess the extent to which the MDE promotes meaningful literary reading experiences, considering aesthetic appreciation, aesthetic formation, and the development of critical thinking. This qualitative research is grounded in documentary analysis and employs content analysis methodology based on the studies of Bardin (2016). The corpus consists of MDE booklets designed for the Portuguese Language subject between 2020 and 2025. As the Focus on Learning initiative emerged within the educational context of Ceará as a result of the expansion of a teaching approach focused on the outcomes of large-scale external assessments, it became necessary to present a historical overview of how these assessments emerged and were consolidated at both the state and national levels. Likewise, the study provides a contextualized historical approach of the presence of literature in educational legislation, from the 19th century to the present day, as well as a discussion on the teaching of literature supported by scholars such as Cosson (2007, 2017, 2020), Colomer (2003, 2007, 2017), Todorov (2017), Zilberman (1988, 2006, 2012) and Rezende (2013). The results of the analysis indicated that the MDE presents a limited presence of literary reading experiences and tends to prioritize the resolution of exercises similar to those found in large-scale assessments, to the detriment of the aesthetic and critical development of the reader. Finally, the study proposes the creation of a Literary Reading Experiences Plan at School (PELLE), structured around 13 axes that guide more meaningful pedagogical practices of literary reading, contributing to both the development of readers and students’ educational trajectories.