Teaching work with the education of affects in literature classes

perspectives for coping with the impact of social media culture on basic school students

Abstract

The official guidelines for basic education in Brazil (BNCC) did not sufficiently follow the discussion that was taking place, in the country and in the world, about the integral formation of the individual. Thus, today we have a document that privileges technical knowledge, linked to a type of post-Enlightenment education (Morin, 2000), to the detriment of the education of affections. This article therefore proposes a reflection on how the literary aesthetic experience is understood by Base (Portolomeos, 2021, 2022) and on how teaching work with literature can consolidate the development of socio-emotional skills in the contemporary context of our students, marked by “self-absorption of selfie culture” and self-modeling (Rocha, 2023). Our hypothesis is that work with literary reading at school can be understood as one of the main forces against the decline of homo psychologicus, in which there is a displacement of the axis around which what we are is built: from within (intro-directed) to the outside (alter-directed) (Sibilia, 2016). In this new configuration of the self, each person's image became the main exchange value to the detriment of elements linked to character, a fact debated by Richard Sennet (2016) as “corrosion of character”.  Literary reading encourages the reader to engage with characters and ideas different from his own, encouraging him to think about values ​​such as empathy, solidarity and tolerance in the constitution of himself and society.