O livro didático de literatura e o não alcance do leitor contemporâneo: do depósito de conteúdos ao contato com as linguagens artísticas.

Abstract

From Manguel's approaches (2010) on the literary text and the readers, as well as of Montes (2020), Larrosa (2014), Foucault (2011), Petit (2019) and Freire (1987, 2014), we reaffirm that the reading practices undertaken by the Brazilian school distance young people from the literary text more than they bring them closer, considering what would be their effective reception in High School. Next, we exemplify how this occurrence is present in the didactic material of the curricular component of literature, observing how troubadour lyrical songs are presented. Contrary to what the material suggests, we demonstrate other possibilities for the same content to be offered to the readers in question, based on studies by Moraes (2018) and Barros (2011), on the understanding of courtly love as a cultural code of the time. The studies by Alves (2017) and Melo (2011) guide the use of cultural media products that dialogue with the universe of troubadour poetry, including the show Sem mim (2011), of Grupo Corpo. Finally, the need for the school, through its didactic material and its actions, to propose the integration between the young reader spectators and the literature that presents itself fused in the different languages and expressive resources of the visual-digital contemporary culture is evidenced, taking into account aspects of the paradigm of the reader's formation (COSSON, 2020).