A PROPOSTA DE FERNANDO DE AZEVEDO PARA O ENSINO DE LITERATURA INFANTIL EM UMA NOVA ORGANIZAÇÃO DO TRABALHO DIDÁTICO

Abstract

This dissertation is part of the History, Politics and Education Research Line of the Master's Course in Education at the Federal University of Mato Grosso do Sul, under the title “Fernando de Azevedo's proposal for teaching Brazilian literature in a new organization of the didactic work ”. Thus, it was intended to analyze how Fernando de Azevedo defended the role and importance of children's literature for didactic work in primary education, as well as contributing to children's knowledge. The research is bibliographic and documentary, where the works of Fernando de Azevedo were used as primary sources and the texts of Gilberto Luiz Alves were used as a theoretical basis, in addition to the complementary bibliography necessary for reflections on the research topic. In the first part of the research, the categories were discussed: didactic work and organization of didactic work and, then, the three elements of the organization of didactic work, namely: educational relationship; mediation elements, such as didactic resources (with emphasis on textbooks and school books); and the physical space. In the second chapter, we sought to unveil and analyze the educator's proposals regarding the use of school books and children's literature books in primary education, as well as their authors and their productions. Highlight for the writer Monteiro Lobato and the contribution of his works within Fernando de Azevedo's scholovist ideals, since the educator considered the child to be a primary element in the educational relationship, in addition to defending that children's literature books should be written by Brazilian authors. We concluded that Azevedo was unable to envision a broader political project, with no specific focus on education and that would accompany the entire transformation process by which capitalist society was shaping itself. Thus, the schools idealized by the educator were unable to maintain themselves over time. But Azevedo was not content to propose changes only to pedagogical issues concerning educational work, and the focus of his work began to be to design a pedagogical policy that would serve the educational formation of the elites, who he believed were the guiding thread of the educational reconstruction movement that would be responsible for the desired changes to education in the country.