The literary text in the English teaching/learning process: regulatory documents and the cultural perspective

Abstract

This article devoted to analyzing three regulatory documents governing education in Brazil: LDB / EN (Lei de Diretrizes e Bases da Educação Nacional os Parâmetros Curriculares Nacionais do Ensino Médio), PCNEM (Parâmetros Curriculares Nacionais do Ensino Médio) and PCN+, the aim being to reflect on the English language approach proposed by these documents, more specifically as regards the role of literary texts in the teaching/learning process. While adhering to the teaching principles these documents uphold, our understanding indicates that, despite emphasizing the importance of approaching cultural aspects in the teaching of English, they are not explicit about the cultural potential of literature in this process. Theoretical support was sought in Kramsch (2001, 2003)  in order to suggest the literary text as a means of communication in which culture is transmitted and understood, that can be widely explored in the English as a Foreign Language classes.