With the aim of clarifying cross-relationships between public policies, teacher training, school articulation and promotion of literary reading, this article examines models of teaching literature in Brazil, from the examination of documents and results of the empirical research Conceptions and practice in the teaching of literature, carried out in a public elementary and high school in the state of Parana, Brazil. Conclusions indicate the need for a revision of paradigms that recognizes the literary text in its profound relationship with life from an aesthetic point of view, in order to overcome the current hegemonic model of teaching, characterized by the influence of formalism, structuralism and focused on the transmission of literary theory and history. Accordingly, the reference of the Aesthetics of Reception, of the interactionism of Bakhtin and literacy constitutes an important contribution, because it allows an equalization of theoretical principles about literature, reading, text and reader consonant with methodological proceedings based on a socio-discursive perspective, aimed at promoting literary reading as effective social practice.
public policies; literary education; reader training; literature teaching