Literatura no Ensino Médio: os princípios da vivência literária como proposta metodológica

Abstract

This study aims to comprehend if the methodologies used to teach Literature in high school promote literary experiences. Therefore, this paper proposes a dialogue between Riter (2009), Cosson (2006), and Duarte and Vier (2020) about the formation of literary readers. The question that orientated the writing of this paper was: do the methodologies used in the Literature classroom promote literary experiences? To answer this question, interviews were conducted with high-school students from E.E.E.M. Profª Gregória de Mendonça, located in Santo Antônio da Patrulha. In general, the data shows that the methodologies used in the Literature classroom do not promote literary experiences, consequently students do not comprehend the aesthetic and human dimensions of Literature, seeing the act of reading literary texts as an opportunity to improve writing and reading abilities. As an alternative to the reality perceived in the interviews, it is suggested a literary experience planning about the book “Quarto de despejo: diário de uma favelada” by Carolina Maria de Jesus. In conclusion, the students need to be introduced to aesthetic and human experiences, which can be provided by literary experience, so that they are able to become sensitive toward differences and develop a critical sense about their realities.