Abordagens do texto literário na sala de aula de língua portuguesa: um olhar sobre o livro didático

Abstract

This paper analyzes the presence of literature in Portuguese language textbooks with regard to the approach to literary texts in Elementary School, proposing reflections on how the school manual can contribute to the promotion of literary reading in the classroom and to the formation of readers. We conducted a review of the provisions contained in Brazilian educational legislation on the school's responsibility in the formation of full readers, as well as looking at the results of reading assessments in Brazil, such as Saeb, Pisa, Retratos de Leitura no Brasil. In addition, this research analyzes the approach taken with literature in a chapter of a Portuguese language textbook for the 9th grade of Elementary School, based on theories by Candido (2011); Bezerra & Luca (2016); Machado (2019); Miranda (2004) among others. In our analysis, we found that the chosen textbook presents positive points in its approach to fiction, such as the variety of literary texts and the encouragement of authorial writing of short narratives. However, the composition of the textbook does not value works by contemporary authors from different ethnicities and social groups. We also noticed that the proposed reading and interpretation activities of the texts do not encourage readers to think and interact about what they have read. We therefore conclude that it is necessary to rethink the quality of Portuguese language teaching materials in terms of reading strategies and activities so that they offer students attractive, consistent practices that are appropriate for their age group and that contribute to the student's reading autonomy and to the construction of a pleasurable and motivating relationship between the reader and the literary text.