Experiência literária no ensino médico: estudo comparado Brasil - Uruguai

Abstract

This thesis proposes to analyse and compare the literary experience in formal education, of students of second and third year of High School, in Rio Grande do Sul (Brazil), and of the last year of Bachillerato diversificado in Uruguay. The piece of research, characterized as a comparative study, aims at 1) analysing the main characteristics of national and international public policies in Uruguay and Brazil, specifically in Rio Grande do Sul, 2) analysing curricula and schedules, specific literature syllabus, of High School in Rio Grande do Sul and Bachillerato diversificado in Uruguay, 3) analysing the voice of literature students and teachers of the above mentioned levels in both countries to, finally, 4) suggesting reflections and actions, with the aim of approximating cultures and experiences in the area of literature. Considering literature and literary experience as a text, interactions and possibilities emerging from this inter-relationship as a context, and the proposal of an effective interaction, aiming at literary experience as a paratext, this work presents a panorama of literature teaching in both countries. Approaching research in comparative education, based on authors as Shriewer (2018) and Landman (2008), founded on Dewey’s (1971, 2007) concept of education, it reflects on the formation of Latin-American pedagogic thinking. Considering these theoretical reflections, document analysis, quantitative and qualitative data, and students’ and teachers’ reports (obtained from the instruments used, based on discursive textual analysis), a significant socio-cultural approximation is noted among Brazilian and ruguayan participants; this is not what happens in terms of literary experience. The reasons for this are explained, and some examples of attempts of approximation already made and concrete proposals, such as international seminars and interaction between peers are presented. It appears that there is room for such interactions because they are provided, in one way or another, in the legislation itself, together with the interest shown by both students and teachers that they happen. The possibility of reflecting and working specificity of the area of comparative education, of teaching literature, and of high school students’ understanding of the world is evident.