BETWEEN LITERARY HISTORY AND THE READING EXPERIENCE: CONTINUITIES AND TRANSFORMATIONS IN HIGH SCHOOL LITERATURE TEACHING

Abstract

This article investigates to what extent the teaching of literature in high school remains linked to the traditional model organized around literary periods and how teachers’ and students’ conceptions relate to teaching and learning practices. The research adopts a qualitative-quantitative, descriptive, and exploratory approach and was conducted at Colégio Estadual de Tempo Integral de Bom Jesus da Serra, Bahia, with two teachers and 43 first-year high school students. Data were collected through questionnaires containing open and closed-ended questions, later organized into thematic axes. The analysis combined frequencies and percentages with the interpretation of responses, comparing the practices reported by teachers with students’ perceptions. The results indicate that the historical-literary organization remains present, associated with reading, interpretation, discussion, and, to a lesser extent, technology use. It is concluded that literature teaching is undergoing a partial reconfiguration in which literary periods continue to structure classes while other approaches to literary texts are incorporated.