O Ensino de Língua Portuguesa e as Relações entre a Interpretação Textual e a Literatura: estudo de caso em livro didático do ensino médio

Abstract

The teaching of Portuguese Language, due to its dynamic nature, is configured as a space for the construction of knowledge that requires pedagogical practices capable of articulating the development of linguistic and interpretative competencies, surpassing the mere transmission of grammatical content. In this context, the connection between textual interpretation and literature in high school textbooks assumes a fundamental role in enriching the reading experience, allowing contact with different genres and stimulating critical thinking. This study analyzes how the textbook Estações: Língua Portuguesa – Rotas de Atuação Social (BARROS et al., 2020), aimed at the second year of Brazilian high school, articulates textual interpretation and literature in the formation of critical readers. Based on Freire (1982, 1989), Bordini and Aguiar (1988), Cosson (2019), and Bakhtin (1992), the research adopts a qualitative and descriptive-analytical approach with a documentary focus. The corpus is the chapter “Fazer Literário,” whose activities show progress in aesthetic appreciation, inclusion of diverse voices, and encouragement of student protagonism. However, limitations remain regarding the full exploration of literary works, contextualization of authors, and promotion of authorial practices. It is concluded that the integration of reading and literature should be consolidated as a structuring axis of Portuguese Language teaching, fostering critical and culturally sensitive readers.