O lugar do “outro” no ensino de Língua Portuguesa: uma análise do trabalho com a alteridade a partir de textos de Clarice Lispector

Abstract

The literary text is often evoked as a tool for accessing new perspectives and potentially reformulating representations of the self and the “other”. At the same time, contemporary cultural theories reinforce the need for pedagogical practices that enable an understanding of the social and cultural processes involved in establishing various relationships of alterity. Considering the importance of this work in school education and the potential of the literary text for building reflections on the various social/cultural “others”, we sought to identify and analyze whether and how Portuguese language textbooks explore these possibilities based on the work of a specific author: Clarice Lispector. To do this, we engaged with perspectives from authors in the field of Cultural Studies - especially Hall (2014), Silva (1999; 2014) and Woodward (2014) -, researchers in the field of literary education - mainly Petit (2019), Rouxel (2013), Rezende (2013) and Mazauric (2013) - and authors in literary theory and criticism - such as Kahn (2005), Jaffe (2016) and Pontieri (1994). In addition, high school Portuguese language textbooks approved in the PNLD 2021 were analyzed for their inclusion of and engagement with texts by Clarice Lispector. The analysis concluded that in two of the five books analyzed, it was possible to find activities that proposed reflections on identity and otherness, highlighting the potential of Lispector's work for promoting this type of reflection in Portuguese language teaching.