Abordagem da leitura de textos literários em aulas de inglês como língua adicional no ensino médio

Abstract

This is a research work on reading literary texts in English classes in high school. Understanding the importance of literature for the formation of man (Candido, 2022; 2019; 2011), the general objective of the research is to analyze whether the reading of literary texts in English as an additional language classes in high school in public schools in Chapecó/SC occurs in accordance with the guidance of official education documents. To carry out the research, we developed a questionnaire that was made available to English teachers from the state network of Santa Catarina who work in the specific municipality. The application of the questionnaire was approved by the Regional Education Coordination of Chapecó/SC and approved by the Research Ethics Committee of the Federal University of Fronteira Sul – CEP/UFFS (application number 5,512,648, approved on 06/07/2022). The questionnaire was sent to teachers by email, via Google Forms, with data collection carried out during the months of September to November 2022. Nineteen (19) teachers participated in the study. The objective answers to the questionnaire questions (participants' social information) were considered as predictive variables of possible effect on the general objective of the research, being described in terms of frequency and statistical significance (R Core Team, 2021). The open questions in the questionnaire were obtained qualitatively using the thematic/content analysis technique (Bardin, 2016). The general hypothesis that the majority of teachers do not cover literature in English, due to the inherent complexity of the activity, work overload, in addition to partial or total lack of knowledge of the guiding documents for teaching an additional language in high school has not been established. . 89.5% (n=17) of participating teachers declared that they work with literature in English in their classes. However, we did not find significant correlations with any of the controlled predictor variables (p>0.05), probably due to the sample size. As for the qualitative analysis, based on the objective data, in the first part of the analysis, we found that even when reading literary texts in an additional language, there are many difficulties experienced by teachers to guarantee the completion of this work in order to guarantee the benefits that reading literature provides to readers.