Abstract
Reflecting on the question “what is taught when teaching literature?” this article elaborates on the complex relationship between the different actors responsible for the constitution of this object of teaching as well as the conflicting forces between the different fields in communication that make up this object, especially literary and didactic studies that end up producing cleavages in the models of literature teaching in force in Brazil today. From a synthesis of diagnostics on the subject, we identify in the proposals of reading circles among peers (Hébert, 2010HÉBERT, Manon (2010). Co-élaboration du sens dans les cercles littéraires entre pairs. Paris: Editions Européennes.) an approach to the literary in an educational context that seems to us to articulate the knowledge of the different constituent fields of a literary didactics.
Keywords:
teaching literature; didactics; literature circles