Ensino dialógico de literatura estrangeira em Língua Inglesa: uma proposta de plano de aula para o Ensino Fundamental Anos Finais e Ensino Médio

Abstract

The dialogue between literature and teaching is something that has been strongly discussed by specialists in both areas, and within this discussion is the dialogical teaching of literature. Therefore, this paper adopts a dialogical approach to the discussions about the dialogical teaching of foreign literature in the English language in Brazil, based on the works of the Bakhtin Circle. Through a theoretical-methodological dialogue between the dialogical analysis of literature (Análise Dialógica da Literatura - ADL) and the paradigms of literature teaching, proposed by Professor Rildo Cosson, we seek to answer the research question: Among the paradigms presented by Cosson (2020), which one fully or partially promotes a dialogical analysis of literature that can be adapted to the teaching of English-language literature in the final years of Elementary School and High School? To answer our question, we defined the following objectives: (i) to establish a dialogue between the dialogical analysis of literature and Cosson’s paradigms; (ii) to identify which paradigm of Cosson (2020) comes closer to dialogical teaching of literature; and (iii) to develop, through the dialogue between the theoretical and methodological propositions, a lesson plan of English-language literature for the final years of Elementary School and High School. After our discussion, we conclude that the Literary Literacy Paradigm is the one that best dialogues with the ADL and, thus, comes closest to a dialogical teaching. In light of this, we summarize the classroom practice propositions made by Cosson (2020) for this paradigm and conclude that the basic sequence (COSSON, 2006; 2020) is the best option to be adapted considering the Brazilian teaching context. Finally, we use the short story “The Childhood of Jimmy”, by writer Langston Hughes, to exemplify our proposed lesson plan.