O Ensino de Literatura nos Anos Finais do Ensino Fundamental: Uma Análise do Documento Curricular de Goiás (DCGO)

Abstract

This research is part of the Graduate Program in Education, Academic Master's degree, at Centro Universitário Mais – UniMAIS, and belongs to the Research Line – Education, Culture, Theories, and Pedagogical Processes. The overall objective of this dissertation is to analyze the guidelines for teaching literature in the final years of elementary school as presented in the Goiás Curriculum Document (DCGO), investigating its implications for the formation of readers and for the critical development of students. To this end, the investigation was guided by the following research question: in what way does the DCGO, in its dialogue with the National Common Curricular Base (BNCC), prescribe the teaching of literature, and how does this prescription position itself in the face of theoretical debates on literary literacy and the formation of a critical reader? The methodology adopted was documentary and bibliographic research, structured in three analytical stages. Firstly, a theoretical review was conducted to establish the research foundations, addressing the historical path of literature teaching in Brazil, the humanizing function of literature as consolidated in the thought of Candido (2004), and the concept of literary literacy by Cosson (2006) as the main category of analysis. Secondly, a documentary analysis of the DCGO was carried out, in comparison with the BNCC, focusing on the skills matrix of the Artistic-Literary Field. Finally, the research explored the paths of pedagogical praxis, discussing dialogic methodologies, classroom challenges – including the pressure of external evaluations – and the role of teacher autonomy. The results indicate that the DCGO presents an ambivalent proposal: while it incorporates skills with the potential for forming a critical reader, its structure also runs the risk of fostering a technicist and fragmented practice, in addition to presenting a still incipient regional contextualization. It is concluded that the implementation of an emancipatory literature teaching, based on the document, will crucially depend on pedagogical praxis, that is, on the teacher's ability, in their autonomy, to re-signify the curricular prescriptions and articulate them into a pedagogical project that prioritizes the aesthetic experience and the integral formation of the student.