A Leitura do texto literário na formação dos sujeitos da educação profissional: omnilateralidade e formação leitora de alunos do ensino médio integrado do IFPI - Campus Paulistana

Abstract

It is important that young people acquire knowledge of the social function of literature, that they recognize, through the chosen texts, their critical capacity to see the world, and their insertion in it. Consequently, it is said that the literary text should help in the (re) -knowledge of social class and the value of their work in society. For this reason, this work has as general objective to identify how Literature contributions in the formation of obedience and emancipated, from studies of the literary practices present in the integral human formation of students of the Integrated Technical Course in Agriculture at IFPI – Campus Paulistana. Hence, this study is willing to contribute in a descriptive-reflective way on the identification of the social function of Literature, through literary literacy, in favor of omnilaterality, in the first-year class, of the Integrated Technical Course in Agriculture, based on theoretical assumptions the analysis of the praxis evidenced in the Campus Paulistana - Federal Institute of Piauí.The present work is classified as to the approach, as a qualitative study, of the exploratorydescriptive type, which has in the observation methodology an element of proof for a case study. As a theoretical contribution, it uses authors such as Cãndido (2011), Cosson (2016), Lajolo (1998), Ramos (2008), among other scholars. It is also part of the National Curriculum Guidelines: languages, codes and their technologies for High School and in the PPC of the Agriculture course. The indispensable data is that the school must provide a general education (propaedeutics and manual) in high school at the EPTT in order to obtain a holistic formation of the being. With this, in addition to qualified people for the labor market, it is necessary that beings with critical capacity and the power to intervene in their environment are trained. Therefore, working with literary literacy at school proved to be quite effective, as it can help to build readers capable of inserting themselves in a community, manipulating its cultural instruments and building meaning with them. It was also noted that the literary text has a humanizing potential in the individual, which contributes to adding to its conception, in addition to ethics and aesthetics, the discovery of meanings through its ability to reinscribe the world through the power of the word.