<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052020000600135</article-id>
<article-id pub-id-type="doi">10.12957/teias.%y.53725</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[BNCC E O PROFESSOR DE LITERATURA: água que corre entre pedras]]></article-title>
<article-title xml:lang="en"><![CDATA[THE BRAZILIAN COMMON CORE CURRICULUM AND THE LITERATURE TEACHER: water running through the rocks]]></article-title>
<article-title xml:lang="es"><![CDATA[LA BNCC Y EL PROFESOR DE LITERATURA: agua que corre entre piedras]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendes]]></surname>
<given-names><![CDATA[Nataniel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Minho Instituto Federal de Educação, Ciência e Tecnologia do Maranhão &#8211; IFMA ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<volume>21</volume>
<numero>63</numero>
<fpage>135</fpage>
<lpage>147</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052020000600135&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052020000600135&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052020000600135&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo tem como propósito discutir o papel destinado pela legislação brasileira, notadamente pela Base Nacional Comum Curricular, à educação literária no ensino médio para refletirmos sobre como deve ser a atuação do professor de literatura. Recorremos a uma pesquisa bibliográfica e documental, colocando em perspectiva um paralelo entre os documentos oficiais e os estudos literários. A partir desse percurso, foi possível perceber e existência de discursos dissonantes. De um lado, uma legislação alicerçada em uma visão (ultra) pragmática de educação, voltada para a preparação para testes e resolução de problemas do cotidiano; do outro, os estudos literários e as Orientações Curriculares para o Ensino Médio, que reconhecem a literatura enquanto lugar de(o) saber, do prazer, mas também do incômodo necessário para a reflexão e intervenção no mundo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this article is to discuss the role of the Brazilian legislation, notably through the Common National Curriculum Base, in literary education in high school in order to reflect on how the Literature teacher should act. We resort to a bibliographic and documentary research, putting into perspective a parallel between official documents and literary studies. From this point on, it was possible to perceive the existence of dissonant speeches. On one hand, a legislation based on a (ultra) pragmatic vision of education, which focused on preparing for tests and solving everyday problems; on the other, the literary studies and the High School Curriculum Guidelines, which recognize literature as a tool of knowledge and pleasure, as well as of the necessary inconveniences which cause reflection and a subsequent intervention in the world.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El propósito de este artículo es discutir el papel de la legislación brasileña, en particular la Base Nacional Común Curricular, en la educación literaria en la escuela secundaria con el fin de reflexionar sobre cómo el profesor de literatura. Recurrimos a una investigación bibliográfica y documental, poniendo en perspectiva un paralelismo entre los documentos oficiales y los estudios literarios. Desde este camino, fue posible percibir la existencia de discursos disonantes. Por una parte, una legislación basada en una visión (ultra) pragmática de la educación, destinada a preparar para los exámenes y a resolver los problemas cotidianos; por otra parte, los estudios literarios y las Directrices Del plan de estudios de la Escuela Secundaria, que reconocen a la literatura como un lugar de conocimiento, de placer, pero también de los inconvenientes necesarios para la reflexión y la intervención en el mundo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[BNCC]]></kwd>
<kwd lng="pt"><![CDATA[ensino de literatura]]></kwd>
<kwd lng="pt"><![CDATA[atuação docente]]></kwd>
<kwd lng="en"><![CDATA[common core]]></kwd>
<kwd lng="en"><![CDATA[teaching literature]]></kwd>
<kwd lng="en"><![CDATA[teaching activity]]></kwd>
<kwd lng="es"><![CDATA[BNCC]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de literatura]]></kwd>
<kwd lng="es"><![CDATA[actividad pedagógica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<person-group person-group-type="author">
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<source><![CDATA[A leitura e o ensino da literatura]]></source>
<year>1988</year>
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</article>
