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O texto literário (re)fazendo-se no planeamento da leitura escolar: o caso do Programa de Português proposto em 2013
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O texto literário tem sido recorrentemente estudado pela Sociologia, todavia, não raras vezes ele funciona como reflexo da realidade social, como instrumento de dominação e de reprodução de desigualdades, como símbolo distintivo. Por nosso turno, gostaríamos de estudar o literário sem o fazer derivar para outras realidades que lhe são alheias, estudá-lo enquanto de faz, desfaz e refaz. Nesse sentido, estudamos a controvérsia despoletada em torno do Programa de Português do ensino secundário proposto pelo Ministério da Educação e Ciência em 2013 e objetado pela Associação de Professores de Português. Enfatizando as relações em que o texto literário participa em cada um destes agenciamentos, procuramos captar como cada um deles planeia e forma um território para a leitura literária escolar. Desta forma, perceberemos a formação daquilo que, regra geral, a Sociologia toma por adquirido, isto é, como o texto literário se torna efetivamente signo. Os agenciamentos aqui estudados mostram duas maneiras diferentes de o fazer, uma tendendo para a organização de um território de leitura filtrado por um saber literário canónico, outra mais inclinada para uma leitura passional.
The literary text has been generaly studied by Sociology, however, frequently it works as a reflection of social reality, an instrument of domination and reproduction of inequalities, as a symbol of distinctive strategies. Differently, we would like to study the literary without drawing it to other realities that are strange to it, to study it while it does, undoes and remakes. In this sense, we study the controversy triggered around the Portuguese Program of secondary education proposed by the Ministry of Education and Science in 2013 and criticized by the Association of Portuguese Teachers. Emphasizing the relations in which the literary text participates in each of these agencies, we try to capture how each one of them plans and forms a territory for the literary reading in school. In this way, we will perceive the formation of what, usually, sociology takes for granted, that is, how the literary text effectively becomes a sign. The agencies here studied show two different ways of doing this, one tending towards the organization of a territory of reading filtered by a canonical literary knowledge, the other more inclined to a passional reading.
The literary text has been generaly studied by Sociology, however, frequently it works as a reflection of social reality, an instrument of domination and reproduction of inequalities, as a symbol of distinctive strategies. Differently, we would like to study the literary without drawing it to other realities that are strange to it, to study it while it does, undoes and remakes. In this sense, we study the controversy triggered around the Portuguese Program of secondary education proposed by the Ministry of Education and Science in 2013 and criticized by the Association of Portuguese Teachers. Emphasizing the relations in which the literary text participates in each of these agencies, we try to capture how each one of them plans and forms a territory for the literary reading in school. In this way, we will perceive the formation of what, usually, sociology takes for granted, that is, how the literary text effectively becomes a sign. The agencies here studied show two different ways of doing this, one tending towards the organization of a territory of reading filtered by a canonical literary knowledge, the other more inclined to a passional reading.
Descrição
Palavras-chave
Plano Nacional de Leitura Programa escolar Texto literário Leitura Literary text School program Reading