Quais concepções e usos dos objetos semióticos secundários no ensino de literatura em cursos de ensino médio integrado à educação profissional no Brasil?

Abstract

In this article, we examine the conceptions and uses of Secondary Semiotic Objects (SSOs) for reading novels in the context of teaching literature in Brazilian High School courses integrated with Vocational Education (EMI). This study integrates the results of our doctoral research in Educational Sciences, which was qualitative in nature and aimed at descriptive and comprehensive purposes. It was conducted at the University of Montpellier, France. The methodology used involved conducting semi-structured interviews with 11 Portuguese Language (LP) teachers and 10 students of EMI courses from three IFBA campuses. In this article, we focus on the statements of 5 teachers who stated that they use SSOs to work with novels in the classroom. The content analysis carried out allowed us to reveal the conceptions and uses of these objects, especially film adaptations, which are problematized in light of official national curricular documents for teaching literature, as well as assumptions of the didactics of Francophone literature.