ABSTRACT
With the objective of investigating conceptions of literature, literary book and literary text in the PNLD Literary Guide 2020, the article traces a history of the main programs to encourage literary reading within the Brazilian government – from the Programa Nacional Biblioteca da Escola (PNBE) to its most recent version: the PNLD Literário 2020. It then discusses notions about books and literary texts, seeking to conceptualize them from two perspectives: that of social function and that of linguistic specificities. These discussions lead to reflections on the role of the teacher/mediator in relation to the choice of works and literary mediation in the final years of elementary school. The analysis focuses on the way in which the PNLD Literary Guide (in the comparison of the 2020 and 2018 editions) is presented to teachers and conceptualizes literature, as well as on the criteria that guide the choice of works. The results point to a mixture of the perspectives of social function and linguistic specificities regarding the conceptions of literature, literary book and literary text in the Guides. Furthermore, there is a tension between the bet on teaching autonomy and the need to invest in training for choices and work with the literary. Regarding this tension, the responsive and ideological attitude of the Guides seems to be an attempt to meet the demand for investments in training for literary work in schools, through exclusive support materials for teaching.
Keywords:
PNBE; Literary PNLD; training of readers