Miscelânea is accepting contributions for its 39th volume.

2025-10-08

Didactics of Literature: Debates


In this issue of Miscelânea, the debate focuses on the didactics of literature, understood as an area of ​​study and research, as it strengthens, for example, the importance of literary reading, access to books, discussions about the role literature plays in understanding the reality of individuals, and literature as a bearer of access to a specific language that brings to light a type of aesthetic and cultural heritage of a people; these aspects distinguish it from any other manifestation of language. The didacticization of literary texts can, among other aspects, give rise to a critique of literature, driven by didactic organization, that is, by the teacher's discourse on their subject, including the mobilization of literary knowledge through the analysis and legacy of literary theory and critical literature, in addition to the other stages of this process. This implies pedagogically verbalizing aspects related to literature, enabling this knowledge to impact the reader and, consequently, their sociocultural fabric. A good example for reflection could be the teaching of masterpieces from our literary heritage, in particular the celebration of the 125th anniversary of the publication of Dom Casmurro, the classic by Machado de Assis, and/or Os Lusíadas, by Luís de Camões, on the 500th anniversary of the Portuguese poet's birth. It is important to reflect on the teaching methodologies of our classics, including how digital education may be interfering with these methodologies and how we are conditioning their teaching by adhering to rigid models for evaluating literary works that constrain the pedagogical action of those who have to teach such works. Another point to be debated in this issue is the understanding that agents in the fields of Literature and Education have about the didactics of literature and/or the teaching of literature, or even about the paths that establish some kind of dialogue with these literary-pedagogical instances, namely: literary reading and reader development. Thus, the objectives of this call for papers are to gather research results or critical essays that discuss this subject. Finally, this volume of the Journal of the Postgraduate Program in Letters at Unesp-Assis aims to provide an overview of the following points: the teaching of literature; the methodological possibilities of approaching the literary text; the demands of training literature teachers; the role of Literature courses in this training project; and, above all, how an idea of ​​literature didactics is being forged.


REFERENCES

BARTHES, Roland. The Death of the Author. In: BARTHES, Roland. The Rustle of Language. São Paulo: WMF Martins Fontes, 2004a. v. 2, p. 57-64.

BARTHES, Roland. Lecture. Translated by Leyla Perrone-Moisés. 14th ed. São Paulo: Cultrix, 2004b.

BARTHES, Roland. The Pleasure of the Text. Translated by Jacó Guinsburg. São Paulo: Perspectiva, 1987.

BOURDIEU, Pierre. Some properties of fields. In: BOURDIEU, Pierre. Questions of sociology. Rio de Janeiro: Marco Zero, 1983. p. 89-94.

BOURDIEU, Pierre. The three states of cultural capital. In: NOGUEIRA, Maria Alice; CATANI, Afrânio (org.). Writings on education. 16th ed. Petrópolis: Vozes, 2015. p. 79-88.

CANDAU, Vera Maria Ferrão. Didactics in question. Petrópolis: Vozes, 2017.

CEIA, Carlos. Studies on Didactics and Teacher Training, Lisbon International Press, Lisbon and São Paulo, 2023.

COMENIUS. Didactica Magna. São Paulo: Martins Fontes, 1997.

COMPAGNON, Antoine. Literature for what? Translation by Laura Taddei Brandini. Belo Horizonte: Editora UFMG, 2009.

CORTEZ, António Carlos. The End of Education: crisis, critique, teaching and utopia, Guerra e Paz, Lisbon, 2025.

FRANCO, Maria Amélia Santoro; PIMENTA, Selma Garrido. Multidimensional Didactics: towards a conceptual systematization. Educação & Sociedade, v. 37, p. 539-553, 2016.

LOUICHON, Brigitte. Is Literary Reading a Didactic Concept? Translation by Dayb M. Oliveira dos Santos and Neide Rezende. EntreLetras, v. 11, n. 3, p. 20-38, 2020.

MENDOZA FIILLOLA, Antonio (Org.). Didactics of Language and Literature for Primary School. Madrid: Alhambra, 2003.

MUNITA, Felipe. The didactics of literature: towards the consolidation of the field. Education and Research, São Paulo, v. 43, n. 2, Apr./Jun. 2017, p. 379-392.

PÉCORA, Alcir. The field of reading practices, according to Chartier. In: CHARTIER, Roger. Reading Practices. 2nd ed. São Paulo: Estação Liberdade, 2001. p. 9-17.

PIMENTA, Selma Garrido et al. The construction of didactics in the Didactics Working Group: analysis of its references. Brazilian Journal of Education, Rio de Janeiro, v. 18, n. 52, p. 143-62, Mar., 2013.

SARTRE, Jean-Paul. What is Literature?. 3rd ed. Trans. Carlos Felipe Moisés. São Paulo: Ática, 2004.

TODOROV, Tzvetan. Literature in Danger. Trans. Caio Meira. Rio de Janeiro: DIFEL, 2009.