Representações sociais de literatura e o fazer pedagógico nos anos finais do ensino fundamental: um estudo com professores de uma gerência regional de educação do oeste de Santa Catarina

Abstract

In the present research, it was sought to reflect in the light of the Social Representations Theory (TRS), about the Social Representations (SR) of the Teachers of the Final Years of Elementary Education about literature and the place that they attribute to it in their pedagogical tasks. We start from the assumption that literature brings, in its essence, from the beginning of its history, a formative character. However, by focusing almost exclusively on the transmission of scientific knowledge, the school has been undermining the teaching of literature and other artistic expressions, which may be related to a possible representation of science associated with something "serious" probably incompatible with the representation of the arts that is often seen as hobby, leisure, unproductive playfulness, disregarding its formative character. In this study, we tried to understand how the RS on literature guide how the teachers of 6th to 9th grade of a Regional Education Management of the West of Santa Catarina insert / integrate or not, the literature in their pedagogical tasks. The studies of Abric (2001), Jodelet (1989, 2001), Moliner and Guimelli (2015), Moscovici (2001, 2007), Vala (2006) and others were used to construct the theoretical basis. In order to get closer to the research object, we started with a survey of what was produced on the subject in the theses and dissertations available on the IBICT - Brazilian Institute of Science and Technology Information, and at the CAPES Thesis and Dissertations database, among 2006 and 2017. In order to obtain information that allows the understanding of the anchorages of RS, this study began with a digression on the history of social practices related to the use of literature, both nationally and worldwide, highlighting its insertion in the school. The research also counts on the generation of data with the teachers who act directly in the Final Years of Elementary Education, using instruments such as the Free Word Association Technique; a questionnaire on the use of literature; and a sociodemographic questionnaire, in which we sought to know their social representations on the subject, to obtain information about their social affiliations, as well as to identify if they make use of literature in their pedagogical practices. The data analysis was carried out in a pluri-methodological, quanti-quali perspective, with the aid of computerized programs (such as IRAMuTeQ and SPSS) when necessary. As a result, this research made it possible to perceive that the SR of these teachers about literature is characterized by the relation between Knowledge and Reading, which is anchored in the experiences (mostly positive) with the literary works lived in the school. The conception of knowledge implicit in the representation of literature goes beyond specific contents, encompassing the idea of training aimed at the humanization of the human being. In this sense, the possibility of teachers inserting literature in their pedagogical tasks could be expanded through the establishment of interdisciplinary dialogues, aiming to create pleasant activities involving literature.