O ENSINO DE LITERATURA NO DESENVOLVIMENTO DE COMPETÊNCIAS SOCIOEMOCIONAIS DO ALUNO DA ESCOLA BÁSICA PARA O ENFRENTAMENTO DAS DESIGUALDADES DE GÊNERO E ÉTNICO-RACIAIS

• DOI: https://doi.org/10.22533/at.ed.6782417102

• Palavras-chave: ensino de literatura; educação socioemocional; estética da recepção; superação da desigualdade de gênero; superação da desigualdade étnico-racial.

• Keywords: teaching literature; socio-emotional education; reception aesthetics; overcoming gender inequality; overcoming ethnic-racial inequality

• Abstract: The teaching of literary language falls within the scope of teaching the Portuguese language at BNCC, however, based on studies by eminent researchers such as Candido, Perrone-Moisés, Zilberman and the Base itself, we see that the teaching of analytical language overlaps with education literary, compromising the development of socio-emotional skills and competencies - linked to creativity, imagination, respect for difference, willingness to listen, etc. -, necessary for a socially inclusive education. The hypothesis of this work is based on the idea of ​​acquiring these skills through fruitful reading at school, guided by the Receptive Theories of Hans Robert Jauss and Wolfgang Iser. This type of reading confers the mobilization of the receiver's emotions in the production of meaning, the destabilization of cultural and social values ​​pre-fixed in the student's horizon of expectation and the reader's willingness to accept positions different from their own, anchored in the multiple individualities that make up a class.