Literatura viva na escola : conexões dialógicas com a obra e a voz do autor pernambucano Raimundo Carrero

Abstract

We understand that teaching literature at school needs more space and renewal in all possible pedagogical aspects, from planning to experiences. In the Basic Education scenario, especially about High School, literature seems to be approached as a historiographical proposition of literary schools, with excerpts from works in contextual dissonance and without dialogue with authors and contemporary productions. Most of the time, students' interests and prior knowledge are not valued in the composition of classes, among countless other issues, which result in the fragile formation of literary readers. In view of this, in this work, as a general objective, we seek to investigate the didactic-pedagogical potential of living literature at school, focusing on the works Estão matando os meninos (2020) and A Luta verbal (2022), by Raimundo Carrero, considering teaching processes of literary reading in high school. In alignment with the general objective, we present as a guiding research question: How can approaching the work of Raimundo Carrero contribute to the processes of teaching literature in high school, considering the critical readings of Estão matando os meninos and A Luta Verbal? As for the theoretical contribution, we are based on the dialogical connections between literature, education and society, through the approaches regarding the right to literature, by Antonio Candido (1995, 1999, 2011), and Bourdieu (1989, 1998, 2015) focusing on the perspective of social criticism in the field of education. Regarding literature and its situation in high school, teaching literature and literary reading, we took as a basis Zilberman (1991), Silva (2006), Rouxel (2013, 2021), Dalvi (2011), Moisés (2016) and Lajolo (1993). We resorted to Anastasiou's approach (2002, 2015) on the term teaching applied to working with literature at school, and to Cosson (2007, 2020, 2023) on literary literacy practices. For critical readings of A Luta Verbal (2022) and Estão matando os meninos (2020) in connections with literature, education and society, we turn to Antonio Candido (2002, 2006, 2011) and Silva (2003, 2006); in addition to bringing, it to the literary scope in relation to the context of violence in the carrerian´ work Paviani (2016) and Chauí (1998). Regarding the methodological design, it is applied research, action research, of a strategic nature, qualitative approach, carried out at Erem Padre Nércio Rodrigues, in the city of Recife, Pernambuco, with sixty-one high school students, through diagnostic assessments of learning demands through questionnaires. Didactic-pedagogical planning was also carried out aimed at the processes of teaching literature at school, with a focus on training critical readers in the artistic-literary field. We will also describe pedagogical experiences in the process of teaching literature in the school environment, considering the application of a didactic project with students.