Name: RAVENA BRAZIL VINTER CRUZ
Publication date: 30/11/2022
Advisor:
Name |
Role |
|---|---|
| MARIA AMÉLIA DALVI SALGUEIRO | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| ADRIANA PIN | External Examiner * |
| MARIA AMÉLIA DALVI SALGUEIRO | Advisor * |
| NELSON MARTINELLI FILHO | Internal Alternate * |
| PRISCILA MONTEIRO CHAVES | External Examiner * |
| ROBSON LOUREIRO | Internal Examiner * |
Summary: The present scientific work is inserted in the discussions of the research group "Literature and Education" and, based on a bibliographical and theoretical research, it aimed at elaborating, based on the studies of critical-historical pedagogy, general principles for the selection of literary readings, to be performed by high school students, from the classes of Portuguese
Language, aiming at their maximum development in the contemporary context. Based on the dialectical historical materialism (DUARTE, 2000; MARTINS, 2020), the research took as assumption the defense that Critical Historical Pedagogy makes about the role of school education in the transmission of the elaborated knowledge (SAVIANI, 2013), highlighting the
central importance of a quality education for the class that lives from work, aiming that the dominated ones dominate what the dominant ones dominate - so that it is possible to overcome the current society divided into antagonistic classes. With these issues in mind, we sought to answer the following questions: a) What are the objectives of school education for the working
class? b) Why does the historical-critical pedagogical theory defend the classic as the basis for content selection in school education? c) What criteria make a work classic and what differentiates the classic from the old, from the canonical, from the conservative? d) How to select a repertoire of literary readings that support the omnilateral development of the students,
without disregarding the contradictions imposed by the contemporary social organization? e) How should the pedagogical work with Literature in the high school context take place so that these readings, selected based on guiding principles related to the historical-critical pedagogical theory, are done? Thus, we seek to reflect on what should be taught in the Literature curriculum,
recognizing the importance of the intentional, planned and systematic pedagogical work in order to - from the mediation in the work with the classic literary text - promote the development of the high school student and enable him to thought by concepts, so that it is possible to know reality concretely in the inseparability between the objective-subjective dimensions through
abstraction.
Keywords: literary classics; teaching Literature; High School; literary reading; critical-historical pedagogy.
