Literatura e ensino médio : a mediação do professor e das novas tecnologias no processo ensino-aprendizagem

Abstract

The present researchis linked to the line of research "Literature and expressions of alterity" of the Graduate Program in Language Arts of UFES. This is a study about the teaching of literature in a public high school, from Piúma, in the state of Espírito Santo. In considering that literature teaching is often based on studying only literary schools by memorizing the historical context, characteristics and dates, leaving in the background or ignoring the reading of literary texts. In this sense, there was a need to know whether the teaching vision still persists in the classroom or with a wider range of perspectives, such as new technologies, the literature teaching vision also expanded to a greater dynamics of texts in the classroom . In order to do so, it was necessary to observe the action of a teacher in the classroom, since to verify that these current teaching possibilities require that the teaching role is no longer focused on the traditional approach to teaching, but that it is the mediator of learning. Taking into account that in the process of mediation it is not only the teacher who holds all the knowledge, it was important to seek among the students how this teaching of literature is for them, as well as, to know if the technology is inserted in the teachinglearning process. In order to verify the teaching performance as a mediator, we of instrument between knowledge and to whom it will be taken. However, we go deeper into the approaches in which the teacher is the facilitator, the one who instigates and proposes dialogue in the classroom. To carry out the research, we consider a qualitative analysis, through a case study, in which a questionnaire was applied to the students with questions pertinent to literature teaching and, from the answers given by them, we began to observe the literature in class. Afterwards we relate with two other instruments of data collection so that we could analyze them in order to generate the results proposed in the objectives of this dissertation. In doing such a procedure, we find that even with all the obstacles the teacher teaches in the classroom, she does not prioritize only the history and the memorization, but also deals with literary reading even though often in existing sections in the textbook and also that the teacher uses the new technologies offered by the school to make her classes more attractive and thus, to establish a possible dialogue between the students and the knowledge that are being acquired. In this sense, incorporating the function as suggested by Vigotski, of mediator teacher.