CONTENT, FORM, AND RECIPIENT

THE TEACHING ACTION AND LITERATURE

Abstract

This research investigated the action of Portuguese language teachers at Elementary School II - (four teachers who work from 6th to 9th grade) in relation to Literary Reading, to understand the teaching work with literature in the classroom in these school years and the challenges of working with Literature in the classroom. It is defended the thesis that actions to improve the act of reading contribute to the development of students' higher psychological functions, thus the importance of this work for the area of Education. This is descriptive research, with emphasis on the dialectical categories content and form based on the Historical and Dialectical Materialism. The methodology consists in the application of a questionnaire to all the Portuguese Language teachers who work in the morning period of a public teaching institution in the north of Paraná. For most of those surveyed, reading is an activity that should be taught from an early age to create a need for reading. The research contributed to demystifying the teaching work with fixed content and forms for learning. The questions answered by the teachers in the questionnaire helped them to rethink the content and the way the teaching work was being done in the classroom. Reflecting on one's own conceptions in contrast with the current teaching practice can contribute to the improvement of teaching methodologies. The teachers realized that it is unfeasible to work with the same content in the same ways, because they find students with different knowledge needs in each grade. In the same way that society changes, the contents also need to be improved, and the form follows to meet the needs of working with this content. The teacher needs to create situations that awaken in the student the need to read.