A leitura/experiência literária e o livro didático de língua portuguesa: uma conciliação necessária

Abstract

The present proposal intends to analyze the approaches that surround the literary text in a didactic manual adopted in a public school for students of the 4th year of elementary school, mainly regarding to reading objectives, bearing in mind that literary art has specificities that are inherent to it and, for that reason, requires different forms of analysis that envision a reading/experience aiming to contribute to the effective formation of the literary reader. To dialogue with the study, it was used the assumptions of Candido (2004), Lorrosa (2007), Yunes (2009), Soares (1999), among others, in addition to what the official document, the Common Core Curriculum (Base Nacional Comum Curricular, in Portuguese), advocates about teaching literature. According to the analyses, it was observed that the compendium, even bringing a relative quantity of literary texts, does not corroborate for an adequate schooling, considering that there is a lack of understanding about the literary theory, and the presentation of the study of the text is inefficient for the formation of the reader that is intended to form: the literary one.