THE HIGH SCHOOL, THE READER AND LITERATURE: THE VARIOUS SENSES OF RECEPTION THEORY

Abstract

In the Brazilian High School, curricula direct the study of Literature to a temporal sequence of literary schools / periods, authors and historical contexts, which, depending on how they are presented, become less attractive and even distant from the reality of contemporary students immersed in the digital age. In view of this paradox, in which reading, albeit an important one, distances itself from the student / reader of this stage of Brazilian basic education, this article, under the reception theory bias (JAUSS et al., 2002; ZILBERMAN, 2012 ), addresses questions about the teaching of Literature (COSSON, 2009, 2014, TINOCO, 2010, 2014) in the Brazilian Public High School, based on the dialogical relation (BAKHTIN, 2003; 2017) among young readers of today, which are inserted in a society with easy access to information and communication mediated by technologies, and the literary text. For such an approach, the guidelines of the National Curricular Joint Base - BNCC of the Secondary School were observed, which will be based on the creation of the new school curricula in Brazil starting in 2019 and its manifestations that are in line with the idea that Literature teaching can be more attractive for contemporary readers.