O ensino de literatura no ensino médio de uma escola da rede pública do Estado do Paraná: um estudo de caso

• Ano de defesa: 2012
• Autor(a) principal: Silva, Danielle Ayres
• Orientador(a): Annibal, Sérgio Fabiano
• Banca de defesa: Perez, Maria de Lourdes Zizi Trevizan , Martha, Alice Aurea Penteado
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Oeste Paulista
• Programa de Pós-Graduação: Mestrado em Educação
• Departamento: Ciências Humanas
• País: BR
• Palavras-chave em Português: Literatura; Escola; Educação Literária; Leitura do Texto Literário
• Palavras-chave em Inglês: Literature; School; Literary Education; Literary Text Reading
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bdtd.unoeste.br:8080/tede/handle/tede/901

This dissertation aims to bring in focus how school practices have done with literary texts, so then which role the Literature assumes in the school, what the developed work is done by school library and what is the concept that students have about the Literature. The development of this research is guided on the following methodological procedures: the first theoretical stage, which is under a bibliographic base, explains how it should be the study of literary texts in the classroom; the second stage is guided by investigation and researches related to the intensive direct observation, including the observations and interviews with twelve students, a Literature and Portuguese teacher and a librarian in a public school in the city of Ivaiporã / Pr. The observed school grades were: ninth grade and eleventh grade (four students in each class). Besides the observation, it was done an analysis of documents of the teaching plans from the observed teacher, and finally, the final report based on analysis of collected data that reveal a misguided approach of literary texts by school, which sometimes, leads the work with this type of texts to an utilitarian work, disregarding their peculiarities. Now, the literary text is particularly polysemic, symbolic, and allegorical and it must be read. Therefore, teachers must know this language and from it, lead their students to a complete reading.