The place of literary education in the new curriculum guidelines: a reflection on the paths walked by Portugal and Brazil

Abstract

This paper discusses comparatively the training of literary readers as provided in the basic education curricula of Portugal and Brazil and which strategies can be identified in the curriculum guidelines of these countries to shape a literature reader. Furthermore, it is observed a recent introduction of literary education in the Portuguese documents, while, in Brazil, the National Curriculum Parameters (Parâmetros Curriculares Nacionais - PCN) diluted it under the general reading skill.  In both curricula, the notion of genre conducts the learning, albeit in Portugal that notion is counterbalanced by the notion of complex text, which ensures the appreciation of the literary text and prevents its dilution into the content of the reading and writing skills.