Approach to literature in normative documents of the 2023 literary PNLD
Literature for children and young people has been the subject of calls for proposals from the Federal Government as a way of ensuring its presence in Brazilian public school classrooms. Programs are created, but there tends to be discontinuity in the processes. Considering this context, this article...
| Autores: | , , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Universidade de Santa Cruz do Sul (UNISC) |
| Repositorio: | Signo (Santa Cruz do Sul. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.online.unisc.br:article/19934 |
| Acceso en línea: | https://seer.unisc.br/index.php/signo/article/view/19934 |
| Access Level: | acceso abierto |
| Palabra clave: | Leitura literária Pedagogismo PNLD Literário 2023 Literary reading Pedagogism PNLD Literary 2023 Lectura literaria PNLD Literario 2023 |
| Sumario: | Literature for children and young people has been the subject of calls for proposals from the Federal Government as a way of ensuring its presence in Brazilian public school classrooms. Programs are created, but there tends to be discontinuity in the processes. Considering this context, this article is part of a research study dealing with the artistic and educational dimensions of the National Book and Teaching Material Program (PNLD). This study aims to analyze how normative documents related to the 2023 edition of the literary Programa Nacional do Livro e Material Didático (PNLD) treat literature, through an analysis of the Decree No. 9099/2017 (Brasil, 2017), from the Public Notice No. 01/2021 (Brasil, 2021), that regulates the process and the evaluation form used to examine the submitted works. This is a qualitative study anchored in documentary analysis. After discussing the indicators set out in the Decree (Brasil, 2017) and the Public Notice (Brasil, 2021), as well as the fields of the evaluation form (Brasil, 2023), it is pointed out that the evaluation of literary works in the scope of didactic material tends to diminish their functions, in favor of instrumental purposes, associated, for example, with learnings related to literacy. The aim of this investigation is to put a strain on the conceptions that guide public policy on literary reading, in order to contribute to its qualification. |
|---|