Educação escolar na literatura brasileira

Abstract

This work takes Brazilian literary texts (short stories, novels, poems, and chronicles) that focus on school education, understanding literature as one of the modalities of elaborated knowledge production that brings together the sensitive and the intelligible (DELLA FONTE, 2020a; 2020b). It argues that, along with scientific and philosophical reflection, art (in this case, verbal art) is part of the body of knowledge that needs to be considered for a comprehensive understanding of the educational field and the process of schooling in particular. Dedicated to a more essayistic style of production (MOISÉS, 2013), this research is characterized as theoretical-literary, based, from this point of view, on Brazilian literary production in which subjects, school education (the schooling process), and socio-historical-economic context are intertwined, using the dialectical singularity-particularity-universality (LUKÁCS, 1968) in conjunction with Bakhtinian conceptions of chronotope and exotopia, sphere and field, and style, which allow us to dialectically and enunciatively situate the literary texts in question. Faced with the gathered literary corpus, the work recognizes and highlights the dialectic between the singularity and universality of the experiences of schooling, within their socio-historical-cultural specificities. The original contribution of the study lies in the educational field's practical research approach to literary text as elaborated knowledge, aiming at the goal of omnilateral human formation.