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Open Access For a new syllabus on literature teaching&58; principles, legislation and propositions

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&60;p&62;This article consists of a proposition of methodogical reformulation for Literature teaching under analysis, profiting from the emphasis on the inclusion of Portuguese-Africans, African-Brazilians and Indigenous writers in OCNs (National Curricula Guidance) in Brazil. Being so, we discuss the possibility of regarding Literature teaching materials beyond the traditional school-book standard and the attachment to literary schools chronology in an inflexible manner. Wherefore, we propose a thematic and comparative approach which does not exclude multi-centenary knowledge on Literature exactly but which also rethinks the degree of priority given to particular contents and competences. In this context, we intend to reflect upon the High-School student’s profile differently from the Language undergraduate’s profile, highlighting the High-School student’s lived expe­rience/literary text dichotomy, so as to promote Literacy, critical thinking and empowerment at schools by means of Literature teaching.&60;/p&62;&60;p&62;---&60;/p&62;&60;p&62;DOI&58; http&58;//dx.doi.org/10.21881/abriluff.2016n17a374&60;/p&62;
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Document Type: Research Article

Affiliations: Instituto Federal de Educação, Ciência e Tecnologia do Rio de Janeiro (IFRJ)

Publication date: January 1, 2016

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