Literary reading in the classroom: didactic-methodological approaches

abordagens didático-metodológicas

Abstract

The purpose of this article is to make connections between literature and education, since both are linked to the classroom, to what we could call work with the literary text in schools. For this, we divided the work into three parts. Initially, we sketch some reflections on the approximations between literature and education and education and literature. Afterwards, we present some didactic-methodological impasses regarding the teaching of literature, illustrating them with materials taken from textbooks and, later, we expose some contributions to rethink practices rooted in these contexts. We present our suggestions through bibliographic research, considering authors with similar and also disparate thoughts, so that there is a broad dialogue on the subject.