LOPES, F. E. F.; http://lattes.cnpq.br/1501395371701559; LOPES, Francisco Edson de Freitas.
Resumo:
For a long time, literature was placed as an important object to foreign language teaching,
though in an static teaching model, in which grammar was seen only as a basis for the
translation and reading of the foreign literature. Its curriculum recognized the comprehension of
the literary texts as a main objective to learning a foreign language, once that the main objective
was to enable students to have access to literary texts in the target language. With the changes in
the educational curriculum due to the search of an effective teaching, literature lost the acquired
importance and was placed as outside of the language teaching, being considered as a minor
component to the foreign language teaching. However, literature remains important in this
context, once it reflects the culture of people and cannot be dissociated from the language of its
community. Besides that, the teaching of this component in English classes becomes important
as a facilitator means to the learning of the language, as well as in the formative process of
students’ character, since it allows the learner, in her/his literacy process to reflect about the
social practices and acting as a critical individual within his/her formation process. Thus, this
research has as a main purpose to discuss on the theme “Literature Teaching in the English
Language Classes”, in order to comprehend how the actual literature teaching practices happens
in high school English Language classes and how they can become more efficient in the
collective learning process of students at this level. Therefore, this research has as its theoretical
support the Parâmetros Curriculares Nacionais para o Ensino Médio (2000) and authors such as
Donnini (2010), Collie & Slater (1987), Cosson (2011), McKay (2001), Candido (1972) among
others. This study consists of a bibliographic research, which intends to review the literature of
the area, observing the state of art and discussing about relative questions to theme, presenting
some benefits of the literature use in the English language classes at the high school level, more
specifically, as well as some methodological strategies which can be applied to literature
teaching in the English language classroom.