Itinerários de leitura: a construção de um currículo de leitura literária na e para além da sala de aula

Abstract

This paper aims to examine the conception of literature contained in the National Common Curricular Base and the São Paulo State Curriculum. It aims to discuss the pedagogical implementations necessary for literary texts to be seen and conceived, in the state's schools, as the center of educational initiatives. This curriculum, structured within the methodological approach of bibliographic research, highlights the lack of schooling presented in official documents—the BNCC (National Curriculum Framework) and Curriculum in Action—in relation to literary texts. It also highlights the need, in the 21st century, to place literature at the center of educational initiatives. This includes developing a literary reading itinerary based on the concepts of autonomous reading, exploration of diverse genres and literary works (Dalvi, 2013), and continuity and progression of selected works for the reflective and critical transformation of students (Candido, 1995), through active and dialogical school practices (Arroyo, 2013). Adaptable to different classes and needs, with bibliographical references and sequences of basic and complementary activities for the final years of elementary school, the literary catalog and the proposed literary reading paths express possible paths for redefining learning from literary texts in the educational environment. Furthermore, they establish tools capable of developing effectiveness, fostering perceptions, and transforming the school space into a territory of possibilities, deconstruction, and expansion of humanity, life, and existence. Thus, it reiterates that the right to literature will only be transformative when the understanding of the value that literature exerts in awakening curiosity, critical thinking, knowledge, feelings, and sensations in everyone is ensured by educational practices that prioritize literature, literature for literature's sake.