Em suas mais recentes conferências, a professora Regina Zilberman – expoente dos estudos sobre a história da literatura, a formação do leitor e literatura infantil – vem alertando para o perigo de extinção do ensino de literatura no Brasil. Um discurso que, se em princípio, parece destoar do que preconizam as Orientações Curriculares Nacionais para o Ensino Médio (OCEM), na verdade, reitera a urgência de se fortalecer esse documento mediante um fluxo crescente de valorização das habilidades discursivas em detrimento da educação literária. Movimento esse sustentado pelas Matrizes de Referência da Língua Portuguesa – construídas pelo governo em 1991 e atualizadas em 2001, com o objetivo principal de descrever as competências e habilidades a serem exigidas pelo Sistema Nacional de Avaliação da Educação Básica (Saeb), no qual estão inseridos instrumentos governamentais de avaliação como a Prova Brasil e o Enem. Diante do cenário descrito, pretendemos neste trabalho cotejar os diferentes conceitos de literatura presentes nas OCEM e nas Matrizes de Referência da Língua Portuguesa e seus efeitos para o ensino da literatura em escolas brasileiras cada vez mais preocupadas com índices de qualidade, metas e rankings.
In her most recent conferences, the professor Regina Zilberman - exponent of studies on the history of literature, the reader's education and children's literature - has been warning of the danger of extinction of the teaching of literature in Brazil. A speech that, in principle, seems to contrast with what is advised in the National Curriculum Guidelines for Secondary Education (OCEM), actually, it reiterates the urgent need to strengthen the document by an increasing flow of appreciation of discursive ski lls in detriment of literary education. Movement referred sustained by Reference Patterns of Portuguese Language - built by the government in 1991 and updated in 2001, with the main objective to describe the competences and skills to be required by the Nat ional System of Basic Education Evaluation (SAEB), in which governmental assessment instruments such as Prova Brazil and Enem are inserted. Faced with the described scenario, this work aims to confront the different concepts of literature present in OCEM a nd the Reference Patterns of Portuguese Language and their effects on the teaching of literature in Brazilian schools increasingly concerned with quality indicators, targets and rankings. In its most recent conferences, the teacher Regina Zilberman - expon ent of studies on the history of literature, the reader's education and children's literature - has been warning of the danger of extinction of the teaching of literature in Brazil. A speech that, in principle, seems to clash with the prescribing the Natio nal Curriculum Guidelines for Secondary Education (OCEM) actually reiterates the urgent need to strengthen the document by an increasing flow valuation of discursive skills at th e expense of literary education . This movement sustained by Reference Headquar ters Portuguese - built by the government in 1991 and updated in 2001 with the main objective to describe the skills and abilities to be required by the National System of Basic Education Evaluation (SAEB), which are inserted governmental assessment tools such as Brazil and the Enem Proof. Before the described scenario, we want this work to collate the different concepts of literature present in OCEM and the Portuguese Language Reference Arrays and its effects on the teaching of literature in Brazilian schools increasingly concerned with quality indicators, targets and rankings.
