In this article, we start from the report of three experiences lived in IFPE Campus Recife to think about the teaching of literature in the integrated secondary school system. Our objective with this work is to discuss how the teaching of literature can stimulate the construction of knowledge in a perspective that calls the student, as a historical subject, to the encounter with (and by) language, mainly based on the thought of Candido (1988), Freire (1989) e Manguel (1997). We can highlight some issues that were central to our experiences: the importance of making room for the voices that populate the classroom; the urgency of the dynamics between language and reality, in the confrontation and in the encounters of the work of art with the lived life; and the valorization of authorship and multiple reading strategies as possible responses to problems such as apathy, curricular obstacles and time.
RESUMO: Neste artigo, partimos do relato de três experiências vividas no contexto do IFPE Campus Recife para pensar sobre o ensino de literatura no nível médio integrado. Nosso objetivo com esse trabalho é discutir como o ensino de literatura pode estimular a construção de conhecimentos numa perspectiva que convoque o estudante, como sujeito histórico, ao encontro com a (e pela) linguagem, principalmente com base no pensamento de Candido (1988), Freire (1989) e Manguel (1997). Podemos destacar algumas questões que se revelaram centrais nas nossas experiências: a importância de abrir espaço para as vozes que povoam a sala de aula; a urgência da dinâmica entre linguagem e realidade, no confronto e nos encontros da obra de arte com a vida vivida; e a valorização da autoria, da construção coletiva e das múltiplas estratégias de leitura como respostas possíveis a problemas como a apatia, os obstáculos do currículo e o tempo.
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