A poesia de Manoel de Barros na disciplina de literatura no ensino médio público de Dourados-MS (2004-2022)

Abstract

The completed research aimed to identify and problematize the insertion of the work of the poet from Mato Grosso do Sul Manoel de Barros as content in the literature subject in the High School curriculum of state schools in Dourados-MS, from 2004 to 2022. The initial year of the time frame set in 2004 is associated with the first curricular reference produced in the State of Mato Grosso do Sul, where we analyzed the guidelines for the literature discipline. The references were continually reformulated, with the last change being implemented in 2022, through the new Secondary Education, amended by Law No. 13,415 (Brazil, 2017), in force until today. It is for this reason that this cut ends in 2022. As a methodology we employ discursive and documentary analysis, with a theoretical approach based on the Foucauldian perspective and Brazilian researchers dedicated to the topic. The results highlighted the impact of literature on the development of linguistic skills, as well as on expanding cultural and historical understanding. Despite the recognition of the importance of literature, we observe a gap, often overlooked, between the recognition of its importance in educational policies and its implementation in the classroom experience within the Portuguese Language discipline. Regarding the presence of the poet Manoel de Barros, we observed that his work appears almost imperceptibly in the school context and, when contemplated, appears predominantly as a resource for teaching the Portuguese language. In this sense, statements about the relevance of literature were echoed in educational guidelines, even the recent prediction of Manoel de Barros' work in the curriculum as an autonomous Curricular Unit is still limited, as is the case of other authors of Mato Grosso do Sul literature. We hope that the study contributes to a reflection on the need for a review and adaptation of educational policies to guarantee an inclusive and meaningful approach to Literature in High School, associated with its alignment in teachers' propositions and practices.