THE ERASURE OF LITERATURE IN THE NEW BRAZILIAN HIGH SCHOOL

Abstract

This article deals with the erasure of the curricular component Literature in the reform of High School, addressing some analyses and impacts on the continuity of this discipline, which develops a critical and humanizing perspective. From this point of view, it aims to list three proposals to curb its erasure: Literature produced in the communities, Literature of the network, and mediating practices of literary reading. The thematization is based on qualitative bibliographical research and considers references that deal with the reform of high school, as well as texts that discuss assumptions relevant to the area. It is verified that the curricular component Literature is, little by little, being erased from High School and this hurts the integral formation of individuals, who need the humanizing and sensitizing character of Literature to exercise criticality, empathy and understanding of the meanings of the reality in which they are involved. Considering the three analysis proposals that act as a counterpoint to the erasure of Literature in the new High School from a perspective of valorization of art for the development of reader and questioner individuals, the text transits between the theoretical conceptions and the effort of critical analysis about the proposal of the new High School.