BETWEEN ILLITERACY AND THE 'RETURN OF SENSITIVITY': THE CHALLENGE OF APPROACHING LITERATURE IN HISTORY TEACHING

O DESAFIO DE ABORDAR A LITERATURA NO ENSINO DE HISTÓRIA

Abstract

This article aims to problematize the use of Literature as a methodology in History Teaching with the purpose of enabling elements of aesthetic education and assisting in the students' literacy process. This research was motivated by experiences in the classroom, after the Covid-19 pandemic, which generated a period of social isolation and the consequent closure of schools, opting for emergency remote teaching for which teachers and students they were not prepared, which ended up making the “risks” of illiteracy more evident. The methodology used was bibliographic analysis, with the contribution of authors such as João Francisco Duarte Júnior, Dante Augusto Galeffi, Circe Maria Fernandes Bittencourt, Selva Guimarães, among others. We can see that despite the challenges faced in its use, the use of Literature in teaching History makes it possible to go against that order established by Enlightenment thought, the production of knowledge centered on reason without interference from the senses, as it allows exploring the mixed nature of the subject, defended by the philosopher and historian Schiller, which is not only reason, but also sensitivity.