Drummond, a crítica e a escola : a invenção de um poeta nacional pelo livro didático de ensino médio
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Data
2010-09-03
Autores
Dalvi, Maria Amélia
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Universidade Federal do Espírito Santo
Resumo
The present study examines the “invention” of Carlos Drummond de Andrade as “the first great public Brazilian poet”, thanks to the reiteration of stereotypes put into circulation either through specialized criticism and the historiography it engenders or, and most especially, through the school books used in secondary education. The present research is characteristic of the bibliographic documented type, whose main source is that of written and published works. Its theoretical guideline concerns Cultural History of French origin, especially in dialogue with some concepts elaborated by Roger Chartier (cultural object, cultural representations, cultural practices, communities of interpretation and appropriation). As corpus of investigation, the book selected is one of the books evaluated and elected by the National Program for Didactic Books for Secondary Education (Programa Nacional do Livro Didático para o Ensino Médio – PNLEM), sponsored by the Brazilian Education Department, in its 2008 edition, for use in the academic year of 2009. The conclusion of this study highlights the curious fact that one of the best didactic books for the formation of literary readers of secondary education, according to the PNLEM verdict, presents the work of a paradigmatic author of our collective experience, namely, Carlos Drummond de Andrade in a fragmented and partial way, disarticulated from the important role he holds as a thinker of cultural politics. This is so because the image represented does not correspond to his corrosive, metalinguistic, autophagic and autocritical poetry, one that problematizes, in an evidently provocative way, some of the pillars of Brazilian lifestyle: religiosity (in his explicitly atheist option), family, childhood, the idea of nationality, body and pleasure, the sense of taste of the average bourgeoisie, the belle-lettres and academia. It is also made clear that the representation of society (and, consequently, of literature its authors and works) built by didactic books and manuals correspond, in truth, to a reconstruction which leans more towards the presentation of society (and literature, its authors and works, its readers) the way one wished they were, instead of the way they actually are. Thus, this research verifies that by investigating a reconstructed Drummond (that is, one put together by considering the authorial figure), by examining didactic books, it becomes possible to imagine the kind of literature, authors, and readers society, and, in that vein, schools would like to have, regardless of what they do in fact have. Nevertheless, this research does not intend to “demonize” the didactic book, for it is clear that the school manual is also a space for erasures: one cannot foresee or control the appropriation which may take place.
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School book , Teaching literature , Secundary school , PNLEM , Carlos Drummond de Andrade , Roger Chartier , Ensino de literatura , Livro didático