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O cânone do futuro: as aulas de Português e a construção das noções de gosto e de qualidade literária
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O presente relatório de Prática de Ensino Supervisionada propõe-se avaliar e refletir
sobre o contributo da disciplina de Português para a construção das noções que os alunos
terão do que é ou poderá ser a qualidade literária, no momento de apreciar e avaliar um
determinado texto literário. Alicerçado em metodologias como a Argumentação, a Critical
Canon Pedagogy e a Critical Literature Pedagogy, analisa um trajeto progressivo de observação e
de posteriores investigação, planificação e lecionação de aulas a três turmas de 12º ano, do
curso de Línguas e Humanidades da Escola Secundária Pedro Nunes, em Lisboa, durante o
ano letivo 2023/2024. As atividades e os percursos didáticos desenharam-se e articularam-se
no sentido de potenciar nos alunos uma maior perceção do seu próprio gosto literário e sobre
os critérios que o fundamentam — procurando perceber até que ponto este se condiciona
ou determina pelos sentimentos e pelas posições de cada um e/ou pela influência do coletivo
e pela problemática conceção de cânone; ao mesmo tempo, procurou levá-los a questionar
o como, o porquê e o para quê dessas construções mutáveis, dos valores mais ou menos
subjetivos das obras literárias e como, por meio dessa maior consciência, poderão intervir e
contribuir crítica e ativamente para a sua própria educação literária — e, ao mesmo tempo,
para a reconstrução de uma ideia de cânone no futuro.
This Supervised Teaching Practice report aims to evaluate and reflect on the contribution of the Portuguese lessons to the construction of the notions that students will have of what literary quality is or could be, when appreciating and evaluating a given literary text. Based on methodologies such as Argumentation, Critical Canon Pedagogy and Critical Literature Pedagogy, it analyzes a progressive path of observation and subsequent investigation, planning and teaching of classes to three 12th year classes, from the Languages and Humanities course at Escola Secundária Pedro Nunes, in Lisbon, during the 2023/2024 school year. The activities and didactic paths were designed and articulated in order to encourage students to have a greater perception of their own literary taste and the criteria that underlie it — seeking to understand what extent is conditioned or determined by feelings and positions of each person and/or by the influence of the collective and the problematic conception of canon; at the same time, it seeks to lead them to question the how, why and what for of these changing constructions, the more or less subjective values of literary works and how, through this greater awareness, they will be able to intervene and contribute critically and actively to the their own literary education — and, at the same time, for the reconstruction of an idea of canon in the future.
This Supervised Teaching Practice report aims to evaluate and reflect on the contribution of the Portuguese lessons to the construction of the notions that students will have of what literary quality is or could be, when appreciating and evaluating a given literary text. Based on methodologies such as Argumentation, Critical Canon Pedagogy and Critical Literature Pedagogy, it analyzes a progressive path of observation and subsequent investigation, planning and teaching of classes to three 12th year classes, from the Languages and Humanities course at Escola Secundária Pedro Nunes, in Lisbon, during the 2023/2024 school year. The activities and didactic paths were designed and articulated in order to encourage students to have a greater perception of their own literary taste and the criteria that underlie it — seeking to understand what extent is conditioned or determined by feelings and positions of each person and/or by the influence of the collective and the problematic conception of canon; at the same time, it seeks to lead them to question the how, why and what for of these changing constructions, the more or less subjective values of literary works and how, through this greater awareness, they will be able to intervene and contribute critically and actively to the their own literary education — and, at the same time, for the reconstruction of an idea of canon in the future.
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Palavras-chave
Gosto literário Valor literário Cânone literário Educação literária Leitores Alunos Contexto escolar Relatório de estágio Literary taste Literary value Literary canon Literary education Readers/students School context