O ensino de literatura na educação profissional agrícola numa perspectiva dialógica: formando leitores

Abstract

The present work aimed to study the process of understanding literary texts and the construction of concepts in literature, from a teaching and learning experience focused on dialogical interactions, within the classroom. We also intended to provide subsidies to improve the teaching of literature. Based on the premise that the teaching of this discipline, in the way it has been taught, has failed to achieve its main objective to enable students to read literary texts in order to make the most of their reading , a literature review was developed. Several problems that can be related to such a deficiency in teaching this discipline were identified as the emphasis on literary history, the preference for classical authors and texts according to official precept , the effect of schooling concerning literary reading, the use of textbooks as main tools in the exploration of literary reading, the teaching of literature focused on college entrance examinations and the prevalence of a curriculum proposal still centered on a traditional conception of education. Some of Vygotsky s and Bakhtin s ideas were also used as the theoretical context of literature classes. Based on the qualitative research methodology of socio-historical orientation we used an interactive, natural and individual observation as technique for data collection. During four months, we recorded, in MP3 files, twenty classes of literature and selected five of them. The classes were transcribed and analyzed, according to Vygotsky s and Bakhtin s theoretical orientation. The students who participated in the research were part of the third year of technical courses in Agriculture and Cattle Raising and Agribusiness offered by the Escola Agrotécnica Federal de São Cristóvão (currently IFS Campus São Cristóvão). This research was carried out during the year 2008, and had a total of ninety-six students reading texts written by Ronaldson, Vladimir Souza Carvalho, Jeová Santana and Antonio Carlos Viana, contemporary authors from Sergipe. As final results, the students presented shared construction of literary readings and consequently of some literary concepts. Even though the students showed difficulties internalizing some of these concepts, they revealed their discursive memory, inter-textual competence and, above all, their capacity to understand meanings of the texts read.