Educação literária no ensino de línguas

uma nova cidadania em foco

Abstract

Considering that, in dialogues and exchanges of experiences with fellow teachers on their respective teaching practices, it is possible to identify the absence of work with literary texts in language classes, this article was developed from a bibliographic review research that aimed to study theorists who defend the humanizing character of the literary text and the relevance of literary education, such as Antonio Candido (2004), Guadalupe Jover (2007), Michèle Petit (2009), etc., to emphasize the need for literature to be present in teaching languages. Having concluded the research, it was possible to understand that the result of working with literary texts in the classroom, according to these theorists, is the formation of critical and also more human readers, concerned with other people and with problematic situations around them. Thus, the defense of literary education in languages teaching is justified because it is capable of indirectly promoting social transformations in the environment in which readers are inserted, situation that, in turn, can culminate in the existence of a new citizenship, corresponding with more just and egalitarian societies.