Discursive and decolonial Literature teaching

Abstract

When thinking about new ways of politicizing the literary discourse under a critical and social education of Literature, we approach the dialogic studies of the Bakhtin Circle and the critical Applied Linguistics agenda, which enable us to act and intervene in ways to decolonize the hegemonic structures of produce knowledge that equip the schooled canon and the ways of producing senses and subjectives over the literary text in school. Based on these theoretical assumptions and considering the humanizing power of Literature, we aim at discussing the potentiality of a discursive literature teaching that is viable to the public school context. To do so, we propose that teaching-learning has to be done through literary practices which defend the effective education of the reader in school and that are presented as productive tools. Not only it reveals a method for the education of Literature, but also provoking reflections upon the school contexts in which Literature teachers who are literacy agents can transform the colonial power frames and therefore creating a more democratic and transformational production of knowledge on the literary discourse.