Listas de obras literárias no vestibular: espaço de (r)eexistência da literatura no contexto escolar

Abstract

The present study was developed from the concern to reflect about the influence the selection exams for access to higher education have on the ways of conduct literature teaching in the school setting. Often in entrance exams literature is adressed in questions generated from a list of literary works whose reading is indicated as mandatory for the tests. The main hypothesis of the study is that the lists are a stimulus to the reading of works and insertion of literary texts in the school setting, configuring themselves in a space of (r)eexistência. With the aim to reflect about the concepto f literature transmitted by these lists, a survey was performed of the texts proposed by selection exams from 10 universities over 10 years. At first, the investigation of the data set was carried out contemplating the universe of works indicated by each institution and after that, the whole records were considered. The recurrences of genres, authors and works were scrutinized and reflections were developed around these coincidences between the lists, trying to think about the indications they provide for the insertion of literature in the classroom. The second hypothesis of the research is that the questions formulated from the lists are also very importante, in that delimit if there will be a need to contact the works in full to solve the exercises or if sumaries and reading of general characteristics will be the suficiente for the resolution of the test. Based on this, was performed the analysis of 6 questions from 2 of the universities that make up the research’s corpus, in order to verify which knowledge about the works is mobilized to solve the exercises. The study also presentes reflections about the literary text and its specificities, that help in delimiting the literariness of the texts; and also considerations about the consequences of the entrance exam and its area of influence in the practices of the literature teacher. The analyzes led to the perception that, from responsible work in the elaboration of lists and questions, the indication of literary texts in the entrance exams can be considered a relevant tool in the insertion of these texts in the school setting and, consequently, in the subjects of literature. It was also clear that is posible to perform a significant work with the texts in the exams, based on efforts to build questions that can be answered more easily by students who focus on the full reading of the texts.