O romance contemporâneo e o cânone na escola: visões e revisões

Nelson Martinelli Filho

doi:10.5433/1678-2054.2019v37p55

Contemporary novels and the canon at school: visions and revisions

Authors

Nelson Martinelli Filho Instituto Federal do Espírito Santo https://orcid.org/0000-0002-6956-5400

DOI:

https://doi.org/10.5433/1678-2054.2019v37p55

Keywords:

Contemporary novels, Teaching of literature, Canon

Abstract

This article intends to discuss the reading and the study of novels published in the last decades, in the specific scope of High School, in order to highlight some aspects of the contemporary literature that questions the borders and the limits traditionally attributed to this genre in school, based on their relations with the canon. In this sense, we propose to situate the debate considering the reality of teachers and students in the basic education grid in order to contribute to the revision of rigid concepts about the contemporary novel through, in particular, a revision of the conceptual spectrum of what is presented in textbooks, broadening the horizons of work with this genre in classes. Thus, we will take as a basis the thinking of Giorgio Agamben (2009) and Karl Erik Schøllhammer (2009) about the contemporary. Also contributing to this study are the works by Cereja (2004), Dalvi (2013), Lajolo (2016) and Oliveira (2013) about the relationships between literature and school.

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Author Biography

Nelson Martinelli Filho, Instituto Federal do Espírito Santo

Master of Arts from the Federal University of Espírito Santo. PhD in Letters from the Federal University of Espírito Santo. Professor of basic, technical and technological education at the Federal Institute of Education, Science and Technology of Espírito Santo - Ifes. Permanent professor at the Graduate Program in Humanities Teaching (PPGEH / Ifes). Permanent professor of the Professional Master's Program in Letters (PROFLETRAS / UFRN / Ifes). Collaborating professor of the Postgraduate Program in Letters at the Federal University of Espírito Santo.

References

AGAMBEN, Giorgio. O que é o contemporâneo? e outros ensaios. Trad. Vinícius Nicastro Honesko. Chapecó: Argos, 2009.

ALFREDO, Bosi. História concisa da literatura brasileira. 44. ed. São Paulo: Cultrix, 2006.

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CANDIDO, Antonio. Na sala de aula: caderno de análise literária. 4. ed. São Paulo: Ática, 1993.

CEREJA, William Roberto. Uma proposta dialógica de ensino de literatura no ensino médio. 2004. Pontifícia Universidade Católica de São Paulo, Tese (Doutorado em Linguística Aplicada e Estudos da Linguagem).

DALVI, Maria Amélia. Literatura na escola: propostas didático-metodológicas. Maria Amélia Dalvi, Rita Jover-Faleiros & Neide Luzia de Rezende (orgs.). Leitura de literatura na escola. São Paulo: Parábola, 2013, pp. 67-98.

Zoara Failla (org.). Retratos da Leitura no Brasil 4. Rio de Janeiro: Sextante, 2016.

KRAUSE, Gustavo Bernardo. O problema do realismo de Machado de Assis. Rio de Janeiro: Rocco, 2011.

LAJOLO, Marisa. Números e letras no mundo dos livros. Zoara Failla (org.). Retratos da Leitura no Brasil 4. Rio de Janeiro: Sextante, 2016, pp. 113-126.

NASCIMENTO, Evando. Matérias-primas: da autobiografia à autoficção – ou vice-versa. Rose Mary Abrão Nascif & Verônica Lucy Coutinho Lage (orgs.). Literatura, crítica, cultura IV: interdisciplinaridade. Juiz de Fora: Ed. UFJF, 2010, pp. 189-207.

OLIVEIRA, Gabriela Rodella de. As práticas de leitura literária de adolescentes e a escola: tensões e influências. 2013. Universidade de São Paulo, Tese (Doutorado em Educação).

SCHØLLHAMMER, Karl Erik. Ficção brasileira contemporânea. Rio de Janeiro: Civilização Brasileira, 2009.

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Published

2019-12-16

How to Cite

Martinelli Filho, Nelson. “Contemporary Novels and the Canon at School: Visions and Revisions”. Terra Roxa E Outras Terras: Revista De Estudos Literários, vol. 37, Dec. 2019, pp. 55-66, doi:10.5433/1678-2054.2019v37p55.

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Issue

Vol. 37 (2019): Cânone e escola: as diferenças e as revisões

Section

Artigos

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