FORMAR LEITORES CONTRA A PESTE DA LINGUAGEM:: REFLEXÕES SOBRE O TEXTO LITERÁRIO EM SALA DE AULA
Based on the notion, defended by Ítalo Calvino (1990), that literature is a way to combat the plague of language and the idea of displacement, present in Ricardo Piglia’s (2012) reading of the Italian writer’s conferences, this paper aims to reflect on the place of the literary text in the classro...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Federal Fluminense (UFF) |
| Repositorio: | Revista Sede de Ler (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/58169 |
| Acceso en línea: | https://periodicos.uff.br/sededeler/article/view/58169 |
| Access Level: | acceso abierto |
| Palabra clave: | Formação do leitor Leitura literária Ensino de literatura Forming readers Literary reading Literary teaching |
| Sumario: | Based on the notion, defended by Ítalo Calvino (1990), that literature is a way to combat the plague of language and the idea of displacement, present in Ricardo Piglia’s (2012) reading of the Italian writer’s conferences, this paper aims to reflect on the place of the literary text in the classroom and its teaching. If, as Antonio Candido (1999; 2011) recalls, the literary experience is essential for human formation, also being closely related to human rights, the proposal adopted here reflects on the importance of literary reader formation as a process of extreme importance for human constitution. Based on the work of these authors, but not only, it is also intended to discuss the teaching of literature, problematize the view still remaining in the literature textbook and reflect on some contradictory points about literary reading present in the BNCC, defending that, even today, Calvino's thesis is extremely current and that the formation of the literary reader must also be an exercise committed to a humanistic objective, in order to emancipate the reader as a critical subject in his historical-social process. |
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