O Ensino de Literatura no Livro Didático do Ciclo 2024 das escolas públicas de Floriano

Abstract

This study investigates the teaching of literature in the textbook Estações: Rotas de Atuação Social [Estações: Rotas de Atuação Social], by Fernanda Pinheiro Barros and collaborators (2020), used in 2024 in public schools in Floriano. Qualitative and documentary in nature, the research analyzes how the reading proposals of the literary text are presented in the book and how these texts are worked on in schools, with an emphasis on the critical and reflective development of students. In addition, an assessment of the diversity of authors and literary styles was carried out, highlighting their contributions to a dynamic and attractive teaching for the public of Piauí. However, the absence of authors from Piauí in the material was observed, which raises questions about regional representation in the teaching of literature. The study is based on theorists such as William Cereja, Antônio Cândido, Ingedore Koch and Rildo Cosson, and also considers documents such as the PCNs, the Piauí Curriculum and the BNCC to identify the guidelines that guide literary teaching. The research concludes that the inclusion of a greater diversity of regional authors is essential to promote more meaningful teaching, stimulating critical thinking and the appreciation of local culture.