CHANGES IN THE ACTION OF PORTUGUESE LANGUAGE TEACHERS OF BRAZILIAN HIGH SCHOOL TO PROMOTE LITERARY LITERACY.

Abstract

When it comes to discussing actions for the promotion of literacy that actually qualify competent users of the Portuguese language, Brazilian high school is undoubtedly a context that requires more careful reflection, given its difficulties to deliver to the society young people with a minimally qualification desirable from this level of education. In this context of the final years of Brazilian basic education, even more complex is the issue of the formation of the critical reader of literary texts desired by the official speeches that regulate mother tongue teaching in the country. Against this background, this essay reflects on the changes that new theoretical perspectives for mother tongue teaching impose on to work with the literary text in the universe of the high school classroom and on how such changes point to the need for that also the action of the teacher of Portuguese language in this context changes. This is a reflection that meets the demand of Portuguese-speaking teachers from the final years of Brazilian basic education who, in various continuing education courses, always question what new directions can be applied to the ways of conducting education approach of the literary text to the young public that Brazilian high school potentially attends.