A EDUCAÇÃO LITERÁRIA E O ESTRANHO.

Abstract

This thesis emerges as the study of a theoretical reflection on the place of the literary text and the ways of its approach by Brazilian school system, from the experience I had in High School as a teacher of Literature. By reading and analyzing the Parâmetros Curriculares Nacionais (1989, 2002 and 2006), it was possible to understand the trend of these official documents to integrate Literature to Language studies, which triggered a series of problems and inconsistencies in the teaching of literature. Among these issues, the absence of literary texts in the classroom was analyzed, and because it is unthinkable to teach Literature with this absence, this thesis discusses two theoretical perspectives: a formalist and a phenomenological. These led us to discuss the need and urgency of studying Literature by reading the literary text in and outside the classroom. So, after a general introduction about the problem, I present the idea of estranhamento as placed by the Russian formalists, more precisely by Chklovski. The choice of this phenomenon is because we have to consider the impossibility of one noticing the literary estranhamento without reading a text. Accordingly, the second part of this thesis is built, however, based on studies of the poetic images by Gaston Bachelard. Through a phenomenological perspective, the philosopher shows the urgency of the confrontation between reader and literary text, as a sense of ruptura and perception of a transgression, that allows one to create new images or new metaphors. Therefore, the third part of this thesis discusses the National Documents that regulate and compose the guidelines of teaching Literature in Brazilian High Schools. The theoretical positions used in the previous chapters convey this debate, and for it, I stand for the idea of teaching Literature through estranhamento , because it is urgent to bring back the practice of reading literary texts during the classes of Literature. The proposal made here certainly do not want to bring answers to a problem of national education, but it opens spaces for discussing and studying, more vehemently, the study of literary texts.