For a new syllabus on literature teaching: principles, legislation and propositions

Abstract

This article consists of a proposition of methodogical reformulation for Literature teaching under analysis, profiting from the emphasis on the inclusion of Portuguese-Africans, African-Brazilians and Indigenous writers in OCNs (National Curricula Guidance) in Brazil. Being so, we discuss the possibility of regarding Literature teaching materials beyond the traditional school-book standard and the attachment to literary schools chronology in an inflexible manner. Wherefore, we propose a thematic and comparative approach which does not exclude multi-centenary knowledge on Literature exactly but which also rethinks the degree of priority given to particular contents and competences. In this context, we intend to reflect upon the High-School student’s profile differently from the Language undergraduate’s profile, highlighting the High-School student’s lived expe­rience/literary text dichotomy, so as to promote Literacy, critical thinking and empowerment at schools by means of Literature teaching.

---

DOI: http://dx.doi.org/10.21881/abriluff.2016n17a374