Abstract

FIGUEIRA, Lauro Roberto do Carmo. TWO PERSPECTIVES ON LITERARY EDUCATION - common goal. Rev. Exitus [online]. 2018, vol.8, n.2, pp.300-328.  Epub May 28, 2019. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2018v8n2id539.

The purpose of this study was to establish a comparison between the teaching of Literature in High School in Brazil and in Portugal. Several legal documents instructing the curriculum guidelines of both countries were confronted and it was concluded that, differently from those of Portugal, the Brazilian guidelines are not effectively implemented. In Portugal, the Portuguese/2014 Program and Curriculum Goals present a common national curricular basis discriminating contents, competences and abilities (performance descriptors) to be executed by the teacher so that only methodological instruments are available to him. These determinations define the application of the Program. In Brazil, the various documents defining teaching (Guidelines and National Curriculum Parameters/High School - Languages) are limited to presenting suggestions, reflections and contents, without curricular deliberation. This is different from what happens in the Portuguese educational system. The conception of text is also divergent. While the Portuguese orientation is toward understanding text as a complex phenomenon, choosing the literary text as the main example of that, in the Brazilian context the literary text is subordinated to the perspective of Semiotics and textual Linguistics. These different approaches generate a lack of access to literary work - while in Portuguese schools, students receive a list of works, in Brazilian schools, students are limited to texts derived from instructions and suggestions of the literary historiography resulting in relative effectiveness of reading. It was also concluded that the Lusitanian Portuguese teaching prioritizes the centrality of literary texts, while the Brazilian one confines Literature to compose a sub-unit of the contents of Portuguese Language.

Keywords : Curriculum; Teaching; Literature.

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