LITERARY LITERACY IN THE SPANISH AS A FOREIGN LANGUAGE CLASS

THE TREATMENT GIVEN TO THE LITERARY TEXT IN THE TEXTBOOK “CONFLUENCIA”

Abstract

The trajectory of teaching Spanish as a foreign language (SFL) in basic education is marked by discussions ranging from issues related to its offer and obligatoriness to issues of teaching practices itself. In this article, we aim to debate the teaching of SFL, focusing, more precisely, the place of literary text in the Spanish class, analyzing it from the perspective of literary literacy (PAULINO & COSSON, 2009). To achieve these objectives, we approach the scenario of  SFL in Brazil. Then, we explain the different positions about literary literacy. Finally, we propose the analysis of one of the textbooks of the Collection entitled Confluencia¸ used in basic education. Thus, we intend to outline possible answers to the following questions: i) How is the literary text approached throughout the textbook?; ii) What is the place reserved for literature ?; iii) How does the literary text articulate with the way the textbook is organized? In our preliminary outcomes, we realized that although there is space for the literary text in the textbook, the activities related to these texts do not always contemplate a proposal for literary literacy in SFL.