LITERATURE IN THE PARÁ CURRICULUM:

APPROACHES, IMPLICATIONS, AND POSSIBILITIES FOR ENGLISH LANGUAGE TEACHING

Abstract

This study explores how Literature is integrated into the English language curriculum for Middle School students in Pará. The research employs a qualitative and interpretative approach to analyze the Pará curriculum. The findings indicate that literature serves as an authentic resource, allowing for the development of strategies in English teaching. In this context, teachers can adopt the role of strategists by incorporating Literary Literacy into their classes, transforming this approach into a form of resistance. Furthermore, the limited exposure to Literature in both the initial and ongoing training of teachers, coupled with students’ restricted access to literature textbooks and the structure of classes—particularly in public schools—poses additional challenges to promoting literary literacy in English language education. In this sense, from Cosson's (2011) primary sequence for literary literacy, we propose two suggestions of activities that introduce authors of African or African descent. We intend to provide literature literacy bias for English classes for Middle school students.