Os processos de ensino-aprendizagem do letramento literário no ensino público e privado na cidade de Maceió

Abstract

The present article falls within the area of Applied Linguistics (Moita Lopes, 2006; Fabrício, 2006) and Implicated Linguistics (Souto Maior, 2023) and aims to contribute to the training of teachers (Pimenta, 1999), an area in which there is a continuous need for problematization of learning, considering that teachers daily reshape their practices for more effective, egalitarian, and democratic teaching and learning. The research aims to reflect on the discourses of Portuguese Language and Literature teachers from the perspective of literary literacy and its possible implications in the teaching and learning process of high school students in public and private schools, in comparison with the discussions on literary teaching proposed by the National Common Curricular Base (BNCC), a document that organizes essential knowledge for the formation of students during their school life. The research is embedded in a qualitative approach (Lüdke; André, 1986), with ethnographic and interpretative methodological characteristics of the meanings of discursive analysis (Souto Maior, 2023). For data collection, a questionnaire was applied to 6 teachers from public and private schools in Maceió/AL. The questions directed to these teachers provided discussions about the use of didactic materials, the methodology of literature teaching, the choices of readings for the discipline, and the importance of genre plurality for effective and democratic literary literacy that provides students with more engaged writing and reading work. The study highlights the need to train teachers capable of promoting literary literacy and makes us reflect on the autonomy of the literature teacher in the classroom.