2024-02-092024-02-092024-02-092023-12-01https://repositorio.ifal.edu.br/handle/123456789/361This work is an applied research, as we seek, from reading literary texts and recognizing their functions, to propose new paths for teaching Literature. The main objective of the work is to suggest a proposal for teaching literature on the study of literary texts based on the functions of literature. To achieve our objective, the research was developed using the inductive method, as we started from a specific fact, namely: the use of literature functions in reading literary texts to, from this, show the analysis of commonly used texts in the first year of high school, aiming for a new teaching proposal. Furthermore, as this is research developed, for the most part, through the inductive method, which, by nature, is a method that involves the use of bibliographic references, we can state that our investigation will take place through the monographic method. , specifically as a bibliographical research. Therefore, the research Corpus was constructed from several texts from different literary schools, which were analyzed considering the functions of literature. Therefore, we use as a theoretical reference (i) The concepts of Language and Language presented by Saussure (2008), Lyons (1982) and Chomsky (1978); (ii) Perspectives on Communication and its functions from Chalhub (2003), (Jakobson, 2008); (iii) The functions of literature and its concepts from D’Onofrio (2007), Almeida and Lima (2019), and Lopes (2021); and (iv) and through the thinking of Candido (1972), Zilberman (2008), Aguiar and Suassuna (2013), Soares (2002) and Cosson (2009) seek to understand literature as an important instrument of social transformation in the teaching of the Portuguese Language. That said, it was possible to see that the genesis of literature teaching is the literary text as the center of reading practices at school, without abandoning pleasure and with the commitment to knowledge that all knowledge requires. Taking into account the reader's training, overcoming the content-based notion of teaching is understanding that more than literary knowledge, working with literature is sharing experiences, speaking of self-recognition is, as Cosson (2009) would say, incorporating the other into me without renouncing the my own identity, and let ourselves be constituted through the word.Acesso AbertoEnsino de literaturaLiteraturaFunções da linguagemFunções da literaturaTeaching literatureLiteratureLanguage functionsFunctions of literatureTrabalho de Conclusão de CursoLINGUISTICA, LETRAS E ARTES