Livro didático de Língua Portuguesa e a formação de leitores de textos literários

Abstract

This dissertation presents the results of a research that describes and analyzes the formation of readers of literary texts in secondary education based on Portuguese language textbooks. On a qualitative basis, the bibliographical and documentary research, based on the premise that most students are not interested in reading, reflects on the training activities for readers of literary texts that make up the Portuguese language textbook for high school , adopted for the third year high school classes at the Bela Vista State School, in the rural area of the municipality of São Miguel do Tocantins - TO, for the three-year period from 2018 to 2020, however it was extended until the year 2021, due to Covid-19 pandemic. We attest that the textbook is the driving force for teaching in Brazilian public schools, it has merit and is indispensable for being a necessary tool in classes in all areas of knowledge. We understand that the third-year high school student, in fact, is not a fruitful reader or even a reader, due to several factors that do not arouse interest in literary reading. The research addresses literature as a transformation tool, capable of seducing and promoting the development of new perceptions, as well as in the formation of conscious beings. Despite the magnanimity that literature presents, it is not treated in the official documents of Brazilian education as the due virtuoso. This research points out that the activities of the analyzed textbook still use traditional and repetitive practices, worship of canonical author biographies, grammar study, character comparisons. Thus, although essential in the context of teaching, literature classes cannot be centered only on the didactic object, as restricting the teaching of literature only to the textbook is to perpetuate socioeconomic inequalities, in addition to invalidating reader formation in high school.