Abstract
This article discusses processes of (de)legitimation regarding knowledge, values and cultures that operate within Brazilian schools, especially those related to literary reading practices. In this sense, the theoretical foundation is supported by authors such as Soares ([1986] 2017SOARES, M. Linguagem e escola: uma perspectiva social. 18. ed. São Paulo: Contexto, [1986], 2017.), Freitas (2009FREITAS, L. A educação da ralé. In: SOUZA, J. Ralé brasileira: quem é e como vive. Belo Horizonte: Editora UFMG, 2009. p. 325-351.) and Gerhardt (2014GERHARDT, A. F. L. M. Comprometimento conjunto, situatividade e normatividade entre os muros da escola. Educação e Realidade, v. 39, n. 03, p. 887-906, Jul. 2014. Disponível em: Disponível em: https://www.scielo.br/j/edreal/a/xGf9M9vxf5hdpG8VSFpRDGG/abstract/?lang=pt# . Acesso em: 21 fev. 2024.
https://www.scielo.br/j/edreal/a/xGf9M9v...
), for highlighting aspects that are traditionally (un)legitimized within the Brazilian educational system. Theorizations are then placed in dialogue with official teaching documents, regarding the work with reading at school. Regarding the analytical and methodological approach, in the light of Dialogical Discourse Analysis (DDA), the text investigates documents such as the PCNs, the OCEM and the BNCC to discuss which approaches are or are not legitimate in relation to literary practices. The results point to guidelines that take little account of the knowledge and experiences of learners during the act of literary reading.
Keywords:
Literary reading; Teaching; Official documents