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Inovação e ensino da literatura nos anos finais do ensino fundamental no Brasil : perspectivas de professores dos ensinos básico e superior
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Resumo(s)
O presente trabalho tem por objetivo conhecer as perspectivas de professores da Educação
Básica e do Ensino Superior sobre inovação e o ensino de literatura nos dois anos finais
do Ensino Fundamental no Brasil. As questões em investigação recaem sobre a percepção
destes professores no que se refere a: práticas inovadoras, necessidade de inovação em
aulas de literatura/trabalho com textos literários e condições para inovação. A
fundamentação teórica incide tanto sobre o ensino de literatura de modo geral – suas
razões, finalidades e estratégias – quanto sua abordagem no documento mais atual que
orienta e regulamenta o ensino no Brasil, a Base Nacional Comum Curricular (2018), em
seu capítulo destinado à Língua Portuguesa nos dois anos finais do Ensino Fundamental.
Além disso, apresentamos, discutimos e relacionamos conceitos e princípios de inovação
educacional para, então, aproximá-los dos estudos mais recentes sobre ensino de Língua
Portuguesa pelo viés do ensino de literatura/trabalho com textos literários, onde se
destacam os conceitos de letramento literário e multiletramentos.
A pesquisa seguiu uma metodologia de investigação que consistiu em um estudo
exploratório, com abordagem qualitativa e de cunho interpretativo. O método de recolha
de dados utilizado foi a aplicação de um questionário aberto a 17 professores da Educação
Básica, os quais atuam ou atuaram como professores de Língua Portuguesa nos anos
finais do Ensino Fundamental e a 5 professoras do Ensino Superior que atuam na
formação de professores de Língua Portuguesa (alunos do curso de Letras). Para análise
dos dados recorremos à análise de conteúdo.
Os resultados indicam a presença de inovação na atuação da maior parte dos
professores participantes, bem como uma convergência entre as respostas dos professores
e o que os estudos acadêmicos apontam sobre o ensino de literatura e sobre mudanças
(inovações) no ensino de literatura no Brasil. Ficou evidente, ainda, certo alinhamento
entre os professores da Educação Básica e do Ensino Superior tendo em vista algumas
temáticas comuns a ambos os grupos, tais como interdisciplinaridade e uso de recursos
tecnológicos. No entanto, a pesquisa também indica que as práticas inovadoras não estão
generalizadas, com professores que se furtaram de responder sobre elas, além de respostas
que apontaram condições de trabalho pouco favoráveis à inovação.
This work aims to understand the perspectives from basic and higher education teachers on innovation and literature teaching throughout the final two years of elementary schools in Brazil. The research questions involved the teachers' perceptions of innovative practices, needs, and conditions for classes/literary works. The theoretical foundation focuses both on the teaching of literature in general – its reasons, purposes, and strategies – and its approach in the most recent document that guides and regulates teaching in Brazil, the National Common Curricular Base (2018), in its chapter dedicated to the Portuguese language in the final two years of Elementary School. In addition, we present, discuss and relate concepts and principles of educational innovation to bring them closer to the most recent studies on Portuguese language teaching through the teaching of literature/work with literary texts, in which the concepts of literary literacy and multiliteracies stand out. The research followed an investigation methodology that consisted of an exploratory study, with a qualitative and interpretative approach. The method of data collection used was the administration of an open questionnaire to 17 teachers of Basic Education, who work or have worked as teachers of the Portuguese Language in the final years of Elementary School and to 5 teachers of Higher Education. They work in teacher training in the Portuguese Language (undergraduate students of the Literature course). For data analysis, we used content analysis. The results indicated the presence of some innovation in the work of most of the participating teachers, as well as a convergence among the teachers' responses and what academic studies point out about the teaching of literature and changes (innovations) in the teaching of literature in Brazil. It was also evident that there was a particular alignment among teachers of Basic and Higher Education given the fact that some themes are common to both groups, such as interdisciplinarity and the use of technological resources. However, the research also indicates that innovative practices are not widespread, with teachers who withdrew from responding about them, in addition to some indications of conditions that are not conducive to innovation.
This work aims to understand the perspectives from basic and higher education teachers on innovation and literature teaching throughout the final two years of elementary schools in Brazil. The research questions involved the teachers' perceptions of innovative practices, needs, and conditions for classes/literary works. The theoretical foundation focuses both on the teaching of literature in general – its reasons, purposes, and strategies – and its approach in the most recent document that guides and regulates teaching in Brazil, the National Common Curricular Base (2018), in its chapter dedicated to the Portuguese language in the final two years of Elementary School. In addition, we present, discuss and relate concepts and principles of educational innovation to bring them closer to the most recent studies on Portuguese language teaching through the teaching of literature/work with literary texts, in which the concepts of literary literacy and multiliteracies stand out. The research followed an investigation methodology that consisted of an exploratory study, with a qualitative and interpretative approach. The method of data collection used was the administration of an open questionnaire to 17 teachers of Basic Education, who work or have worked as teachers of the Portuguese Language in the final years of Elementary School and to 5 teachers of Higher Education. They work in teacher training in the Portuguese Language (undergraduate students of the Literature course). For data analysis, we used content analysis. The results indicated the presence of some innovation in the work of most of the participating teachers, as well as a convergence among the teachers' responses and what academic studies point out about the teaching of literature and changes (innovations) in the teaching of literature in Brazil. It was also evident that there was a particular alignment among teachers of Basic and Higher Education given the fact that some themes are common to both groups, such as interdisciplinarity and the use of technological resources. However, the research also indicates that innovative practices are not widespread, with teachers who withdrew from responding about them, in addition to some indications of conditions that are not conducive to innovation.
Descrição
Dissertação de mestrado, Educação (Área de Especialidade de Inovação em Educação), 2022, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Inovação educativa Ensino fundamental - Brasil Literatura - Ensino Perspectivas dos professores Dissertações de mestrado - 2022