Da ideia de doxa ao ensino de literatura no currículo de Letras

Abstract

Since the principle that the Literature curriculum, with emphasis on the teaching of literature, needs a space for reflection and debate in the academic spheres and in teacher education policies, in order to question its structuring and its relevance to the excellence of teaching professionals in the area of Languages and Education. When conceiving curricular documents as products of language, we seek to discuss some important points: acratic, encratic, doxa and power discourses, for example, so that the concepts of formation and excellence are not restricted to simply instrumental characteristics. The corpus to which this article refers is composed of the teaching programs of the subjects of Spanish language literature in the period from 1970 to 2000. It is, therefore, a documentary analysis. The theoretical and methodological approach was based on the contributions of Roland Barthes (2007; 2012; 2015) on literary and academic language; the concept of social representation, by Roger Chartier (1991; 2001) and an idea of ​​methodology by Ricardo Navas (1961). As a result, we brought the possibilities of discussion about the importance of education literature teachers and their curricular space.