Abstract
Is there a place for teaching literature on the National Common Curriculum Base for High School? Is its presence important to the formation of humanization in individuals? The paper answers that, although it plays a founding role in the process of appropriation of the humanities, the teaching of literature is absent in the new document proposed by the Brazilian Ministry of Education. The starting point is the exacerbated pragmatism and spontaneity that pushes away school content to the detriment of an immediate teaching based on the development of skills and abilities as responses to the problems generated in this society. The analysis is made from a literary education perspective that enables the aesthetic enjoyment and the process of human objectification. It is argued that literature, as classical knowledge, should be in schools and, above all, converge with its learning objectives, which enable the construction of humanization and lead the individual to aesthetic catharsis. To this end, a documental analysis is carried out, establishing relationships between the theory of Marxist aesthetics and the approach to literature in the new regulatory document, highlighting points considered relevant for the formation of an emancipatory education.
Highlights
INTRODUCTIONLiterature, are human productions which, according to Lukács
Art, and literature, are human productions which, according to Lukács (1966, p.11), represent a peculiar way in which the human being reflects reality
We understand that literary art allows for aesthetic catharsis – a moment of rising consciousness to a higher level of understanding of social practice, which can promote a change in world conception – which is often denied when literature is relegated to a secondary level in the school context
Summary
Literature, are human productions which, according to Lukács Página |4 Besides the formative aspects of Literature, we demonstrate how the BNCC-EM is centered on spontaneous teaching, making difficult the relationship of construction that work with artistic, scientific, cultural and philosophical contents can offer, when they take catharsis as a foundational aspect. It is precisely this theme, the teaching of literature at school as a tool for mediation between action and thought, that we highlight as fundamental to work from an emancipatory perspective, and for this reason, we present the limitations of BNCC-EM, which, even having aspects that seem to take literature from a critical perspective, come up against the essence that underlies BNCC-EM, teaching based on skills and abilities
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