Literary knowledge as a by-product of the teaching of reading and literataure

Abstract

The study of the experience of teaching literature has allowed the historical name of the teacher of literature itself and the discourses of truth (knowledge) and subjectivity (ethics) established by the regimes of power in the educational arena and the discursive practice. Thus, this article, part of a narrative event as a production of literary experience gives prominence to the stories that make a new discourse for teaching, and presents a reconceptualization of teaching practices and new didactic teaching.

This article is intended to be a reflection on the relations of knowledge and its productivity, which make it necessary to construct a relational field between oral narrative, the history and a conceptualization of knowledge appropriated from the theories of Michel Foucault, used as tools to produce proper definitions that give magisterial and family narratives and the reading experience of the teacher a place for the production of literary knowledge as modes to build relationships of truth and possibilities of education. This is achieved by using the relationships of knowledge as used in questioning, understood as a methodology to construct thinking through personal and everyday experiences of the historic encounter with magisterial and family narratives, which take the form of knowledgeable speech, through the plurality of discourse. Oratory practice is justification for an encounter with education.