O MITO DE PROMETEU NA ESCOLA: LEITURA DE HESÍODO E ÉSQUILO PARA A FORMAÇÃO INTEGRAL DE ESTUDANTES DA EDUCAÇÃO BÁSICA

Abstract

The present dissertation aims to propose a pedagogical approach to teaching languages in basic education capable of contemplating the integral training of students. To this end, it takes as a corpus the myth of Prometheus, in the versions of Hesiod (Theogony and Works and Days) and Aeschylus (Prometheus Chained), in order to reflect on universal themes of the human condition — such as ethics, justice, obedience. . . — through literary mediation that articulates poetry and Greek tragedy with the reality of public school students. Anchored in a qualitative technic, especially action research (Tripp, 2005), as well as bibliographical research (Marconi; Lakatos, 1992), the study was developed with students in the 9th year of Elementary School II at Escola Estadual Afonso Pena (Três Lagoas/MS), articulating the theoretical and practical stages. The theoretical foundation is based on symbolic analysis of language, bringing the perspective of different authors on the entire micro and macrocosmic situation in the works of Hesiod and Aeschylus. Literature is approached in its aesthetic, ethical and formative dimensions, according to the perspective of Candido (2006) and other authors, being understood as an instrument capable of mobilizing the student's biopsychosocial aspects. The research seeks to promote dialogue between different textual supports and historical contexts, enabling a comparative reading between different representations of the same myth. From this perspective, the study critically analyzes Hesiod's Prometheus, who acts as a mediator between men and gods, and Aeschylus' tragic Prometheus, symbol of resistance and ethical transgression in the face of tyranny, illuminating the transformations of moral and political vision in ancient Greece. The results showed that the use of Greek myth as a didactic-pedagogical tool significantly favors the development of critical and symbolic reading, oral and corporal expression, and reflective thinking among students. Furthermore, it finds that, even in educational contexts with limited resources, it is possible to implement significant literary teaching practices that articulate tradition and contemporaneity, promoting student protagonism and contributing to the ethical and aesthetic formation of subjects, in line with the ideal of integral education. KEYWORDS: Basic Education; Literature; Greek Mythology; Hesiod; Aeschylus.