Literatura nos anos iniciais do ensino fundamental: documentos oficiais e discursos docentes do município de Serra/ES

Abstract

This paper discusses possibilities of (re)cognize literature's place in the early years of elementary school, conducting a dialogue with active teachers in that educational stage, alongside an analysis of official documents specifically in what regards to the orientation about literature at school and its ramifications in literary education, institutionalized, formalized. As part of the Graduate Program in Education at the Federal University of Espirito Santo and the research group Literature and Education, this research's goal is to identify how literature appears in the official documents and schools curricula and how those official speeches dialogue with teachers. Interacting with Candido, Bakhtin, Chartier and Leahy-Dios this work starts with a theoretical research that revisits literary education approaches, knowing that there's a need to reframe literature's conceptions, reflect about the relationship between literature and education, its goals and strategies in schools; and a field research using questionnaires and interviews with active teachers in Serra-ES about literature's conception, official documents and teacher-training reader. I've concluded, throughout studies, that official documents and educational speeches are constructions with historical and social traces and, therefore, literary education may originate in the pedagogical practices of reading and reader formation, but it needs to be grounded in public policies that recognize literature's character as aesthetic experience, that characterize literary reading as a social practice, that reinforce a literary text's emancipatory potential and, finally, that democratize access to literary reading.