Teaching and learning of literature in the high school of the metropolitan region of Fortaleza: cognitive progression and discursive interaction

Abstract

The present work focuses on the teaching and learning of the literary text. Whether it is considered as a particular form of discourse or as an object of consumption of a literary system, the literary text requires a specific didactic-pedagogical commitment from the school. The research is in line with the Discursive Semiotics proposed by Greimas, that is, the class is here understood as a discursive genre in which a destination (teacher) proposes to the recipient (students) the acquisition of the literary text as an objective. With this understanding, this work exposes findings of a research on the cognitive levels related to teaching and learning of Literature, with scope in the public high school of the metropolitan region of Fortaleza (CE-Brazil). The data were collected by trainees, who applied questionnaires based on the Bloom’s Taxonomy for the cognitive domain. A total of 405 questionnaires were applied, distributed between 2014 and 2017. A total of 405 questionnaires were applied, distributed between 2014 and 2017, being one form for each class observed. The first three cognitive levels (knowledge, understanding and application) represent 89% of the classes observed, remaining 11% for the highest levels (analysis, application and evaluation). The data suggest a need to elevate cognitive levels to higher levels, which requires a didactic-pedagogical practice that centralizes the experience in the literary text, considered as its own discursive form, through group dynamics, respecting learners as protagonists of their own learning.