BRAZILIAN PORTUGUESE TEXTBOOKS AND LITERATURE TEACHING IN PUBLIC SCHOOLS

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Abstract

This study aims to take a discourse approach to the ideological tensions between the model of Brazilian Portuguese-language textbook and a productive literature teaching at school. The analysis shows that the current textbook model crystallizes discourses that silence and divide the literary text in favor of describing didactic aesthetic trends, thereby prioritizing traditional discourses. Based on the interdisciplinary framework of Discourse Analysis (DA) as posited by Pêcheux (2010), on Bakhtin's (2013; 2016) notion of language, as well as on indisciplined Applied Linguistics as developed by Moita Lopes (2006; 2013), Pennycook (2006) and Kleiman (2013), we propose avenues for manipulating the body of literary knowledge in textbooks and thus establishing a framework of literature teaching that values local stories and knowledge of both teachers and students.