NOBRE, L. A.; http://lattes.cnpq.br/1912753535920574; NOBRE, Luciana Abrantes.
Résumé:
This article aims to problematize the use of Literature as a methodology in
History Teaching with the purpose of enabling elements of aesthetic education and
assisting in the students' literacy process. This research was motivated by experiences
in the classroom, after the Covid-19 pandemic, which generated a period of social
isolation and the consequent closure of schools, opting for emergency remote teaching
for which teachers and students they were not prepared, which ended up making the
“risks” of illiteracy more evident. The methodology used was bibliographic analysis,
with the contribution of authors such as João Francisco Duarte Júnior, Dante Augusto
Galeffi, Circe Maria Fernandes Bittencourt, Selva Guimarães, among others. We can
see that despite the challenges faced in its use, the use of Literature in teaching History
makes it possible to go against that order established by Enlightenment thought, the
production of knowledge centered on reason without interference from the senses, as
it allows exploring the mixed nature of the subject, defended by the philosopher and
historian Schiller, which is not only reason, but also sensitivity.
