As trilhas da literatura no vestibular: análise das questões do exame da UEPG, 2017

Abstract

Reflecting on the teaching of literature is to go against a society that prioritizes speed and objectivity. Conversely, working with the teaching of literature requires time to guide the student to the need for attentive reading of the literary text, as well as to teach him to reflect on the literary work, to practice alterity, and to perfect criticality. Thus, any methodological practice that may contribute to the depletion of a reflective society, with exercises that simplify the reading of the literary work should be primarily studied. In this context of reflections, one finds the vestibular, one of the most important processes of entrance to Higher Education. Thus, this study analyzes the literature questions of the 2017 college entrance examination, from the State University of Ponta Grossa, in order to understand the quality of the space given to the literature in the exam. And, for the same purpose, the government documents governing High School are analyzed at the time of the entrance exam. In order to contribute to the study, we sought theorists and scholars in the field of literature, such as: Culler (1999), Compagnon (2009), Manguel (2009), Franchetti (2009), Perrone-Moisés (1995), Harmuch (2011-2017), Luft (2014), Tyanan (2017), among others. The analysis of the questions proves that the status of literature is reduced almost exclusively to the tenuous study of the plot and to some specific knowledge of the context of the work and of the author's life.