LITERARY READING IN HIGH SCHOOL: WHAT DO STUDENTS SAY ABOUT THESE PRACTICES?

Abstract

ABSTRACT

This research originated from a segment of one of the three lines of investigation explored for the final course project (TCC) of the Portuguese Language program at the Universidade Estadual do Maranhão – Timon Campus. The objective was to investigate teaching practices in literature education, based on the students' perspectives in a high school institution in the city of Timon, MA. It consisted of a bibliographic review, drawing from studies on conceptions of literacies such as Soares (2012), Street (2014), Kleiman (2007, 2016); with concepts of literary literacy from Cosson (2021) and Zapone (2012), among others who address literature in their studies, such as Zilberman (2012); in addition to the guidelines of the National Common Curricular Base - BNCC (Brasil, 2017, 2018), with an emphasis on the artistic-literary field for high school. An investigation was conducted at the school through the application of questionnaires to students. The analysis was based on the enunciative mechanisms and modalizations that constitute the textual infrastructure according to the analysis model proposed by Sociodiscursive Interactionism – ISD – Bronckart (2007). The results indicate a traditional teaching approach that limits literature to excerpts of works for students, thereby restricting their development of literary and social competence. Furthermore, the guidelines provided by the BNCC, a document that guides Brazilian education, are not taken into consideration. This highlights the need for teachers to reflect on and adapt methodologies to ensure literary reading practices that enable the critical and social development of students.

Keywords: Portuguese Language Teaching; Literary reading practices; Formation of critical readers