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The National Common Curriculum Base (BNCC) seeks to portray the construction of an organic and progressive set of essential learning from education, hence this Base should reflect the curricula of states, municipalities and the Federal District. Regarding Literature, the BNCC emphasizes that Elementary School Early years should be based on “experiences with children's literature, proposed by the educator, mediator between texts and children, contribute to the development of a taste for reading. .. ”(BRAZIL, 2017, p. 40). The 2017 text does not highlight the term “literature” as a language perspective, now calling it the literary education axis and placing it in close relationship with the Reading axis. It is noticed that there is a reflection on the formation of the literary reader, but in the document cited, the teaching of literature did not receive the due importance, pointing out that the purpose of the Portuguese language is to ensure access to linguistic knowledge. In this paper, we will make a reflection on Literature in Elementary Education according to BNCC (2017), highlighting the axis Literary Education and the artistic-literary field (BNCC-2018). Literature or the teaching of literature does not stand out as a focus of Portuguese language teaching in elementary school, but points out as a specific competence. At BNCC (2017) the literacy follow-up is oriented and the text refers as a language practice. In this sense, it is necessary to make a reflection that literature should be emphasized, since the Portuguese Language should not refer to linguistic, but also literary knowledge. Hence the need to reflect that literary knowledge favors linguistic knowledge. Literature contributes to critical development and for this it is important that the teacher has a formation not only linguistic but also literary. Thus, it is possible to realize that the BNCC does not give due emphasis to literature in language teaching. When in contact with literature, that is, with literary texts, the human being builds not only linguistic knowledge, but also knowledge of the world, elaborates hypotheses, recreates fantasy, and undergoes an intimate relationship with writing. Hence a reflection on Literature, on the axis of Literary Education, which emphasizes “It is not, therefore, on the Literary Education axis, to teach literature, but to promote contact with literature for the formation of the literary reader, capable of apprehending and appreciate what is unique about a text. ” (BRAZIL, 2017, p. 65). The reflection of the context of literature, ie, what they call literary education, is intended to make a critical analysis of the BNCC regarding literature as a representation of language. Thus, it can be reflected that the BNCC (2017) establishes “In order for the utilitarian function of literature and art in general to give way to its humanizing, transformative and mobilizing dimension, it must be assumed and therefore to ensure the formation of a reader-reader ... ”. In this, we must critically discuss the perspective of literature in the curriculum context of elementary school. Brazilian Journal of Development Braz. J. of Develop., Curitiba, v. 5, n. 10, p. 22027-22043 oct. 2019 ISSN 2525-8761 22029

A literatura no ensino fundamental na base nacional comum curricular: uma reflexão crítica