2025-10-152025-10-152025-10-15Ferreira, Milena dos Santos. O ensino de literatura no ensino médio [recurso eletrônico] : intersecções entre a arte plástica e a literária / Milena dos Santos Ferreira. – Dados eletrônicos (1 arquivo : 785KB). – 2025. Sistema requerido: Adobe Acrobat Reader. Modo de acesso: Internet. Orientação: Prof. Dr. Álisson Hudson Veras Lima. Trabalho de Conclusão de Curso (Licenciatura em Letras/Português) – Instituto Federal de Alagoas, Campus Arapiraca, Arapiraca, 2025.https://repositorio.ifal.edu.br/handle/123456789/1283Literature teaching in Brazil is proposed in different ways depending on the level of education: in Elementary School I, literature is taught with more freedom, a variety of works and methodologies; in Elementary School II, it is reduced to a few works repeated every year, out of context; and in High School, it is taught from the perspective of third parties, with an emphasis on grammatical issues. Currently, literary teaching has become increasingly shallow, due to the prioritization of grammar and the lack of contact between students and the works taught. In this context, this paper aims to discuss the non-linearity of literature teaching in Brazilian schools, pointing out the distance from inter-art connections (Cluven, 1997) in the subject as one of the main factors for its empty nature. The superfluous way in which works are approached and discussed in the classroom requires the need to work on inter-art relationships in order to achieve the crucial role of art in true literary production. To build a proposal that followed this bias, theorists such as Barthes (2022), Baudelaire (2020), Candido (2002), Cosson (2006, 2014, 2020) and Todorov (2009) were used as the main contributions. The research undertaken in our work is characterized as inductive, observational and applied (Gil, 2008), since, from the Supervised Internship I, it was possible to understand that the teaching of Literature is seen in a more in-depth way in the initial school years. From this, we reflected on a proposal for literary teaching that aims to encourage the student to acquire an appreciation for reading, through the mediation of the teacher, in addition to rescuing the interarts relationships lost in Elementary School I. The stages were formulated according to the need to understand the work from the reader's perspective, in sequence: (1) contact with works different from those worked on every year; (2) allowing the student to have their own experience with the work; (3) to show that there is something between the work and the student that goes beyond interpretation, and; (4) to develop the art of processes and to materialize them into results, aiming to expand the original meaning given to the work. The methodological proposal seeks to bring the context-reader to Portuguese language classes, transforming the student into an active being in his/her learning process and allowing him/her to be part of the text as a whole, by expanding the meaning given to the work in its plastic application. However, it is necessary to consider the difficulty of applying this teaching proposal, due to the lack of preparation of the teacher and the construction of the current Brazilian school curriculum.ptEnsino de LiteraturaRelações interartesContexto leitorTeaching LiteratureInter-Art RelationsContext-ReaderTrabalho de Conclusão de CursoLINGUISTICA, LETRAS E ARTES