Ensino de literatura: a linguagem culta dos clássicos como obstáculo ao letramento literário

Abstract

The present study aims to analyze the teaching of literature in Brazilian secondary education, problematizing the use of formal language in classical literary texts as a possible obstacle to the development of students’ literary literacy. This research is based on the understanding that literature plays a fundamental role in the critical, cultural, and linguistic formation of learners, as recommended by official basic education documents, such as the National Common Curricular Base (BNCC). However, it is observed that the traditional approach to literary classics, often characterized by language that is distant from students’ sociolinguistic reality, may lead to lack of interest, comprehension difficulties, and disengagement from reading practices. The study is grounded in theoretical perspectives on literary literacy, literature pedagogy, and sociolinguistics, discussing the relationship between language, literature, and teaching. Methodologically, the research is characterized as a mixed-methods field study, combining quantitative and qualitative approaches, including open-ended interviews and the application of questionnaires. The investigation seeks to reflect on pedagogical practices that emphasize teacher mediation, contextualization of literary texts, and the approximation between the literary canon and students’ cultural repertoire, without disregarding the importance of classical works in reader development. It is concluded that the issue does not lie in classical literature itself, but in the way it is presented in the classroom, highlighting the need to rethink methodologies that promote comprehension, aesthetic appreciation, and the development of literary literacy, thereby contributing to a more critical, meaningful, and inclusive education in secondary schooling.