Open AccessThe absence of literature in the National Curricular Common Base for high school
Author(s) -
Nathalia Soares Fontes,
Fabiano Antonio dos Santos
Publication year - 2020
Publication title -
revista tempos e espaços em educação
Language(s) - English
Resource type - Journals
eISSN - 2358-1425
pISSN - 1983-6597
DOI - 10.20952/revtee.v13i32.14395
Subject(s) - appropriation , objectification , sociology , curriculum , pragmatism , pedagogy , perspective (graphical) , marxist philosophy , epistemology , process (computing) , aesthetics , social science , mathematics education , psychology , political science , law , philosophy , artificial intelligence , politics , computer science , operating system
Is there a place for teaching literature on the National Common Curriculum Base for High School? Is its presence important to the formation of humanization in individuals? The paper answers that, although it plays a founding role in the process of appropriation of the humanities, the teaching of literature is absent in the new document proposed by the Brazilian Ministry of Education. The starting point is the exacerbated pragmatism and spontaneity that pushes away school content to the detriment of an immediate teaching based on the development of skills and abilities as responses to the problems generated in this society. The analysis is made from a literary education perspective that enables the aesthetic enjoyment and the process of human objectification. It is argued that literature, as classical knowledge, should be in schools and, above all, converge with its learning objectives, which enable the construction of humanization and lead the individual to aesthetic catharsis. To this end, a documental analysis is carried out, establishing relationships between the theory of Marxist aesthetics and the approach to literature in the new regulatory document, highlighting points considered relevant for the formation of an emancipatory education.