Everaldo Almeida

Biographical note

Doctoral student in Education at the Universidade Lusófona de Lisboa. Master in Literature (Literary Theory) at the State University of Maranhão – UEMA (Brazil). Professor at the Centro de Ensino Superior de Bacabeira – CESBA and professor at the Instituto de Educação, Ciência e Tecnologia do Maranhão

Areas of academic and scientific interest

  • Education
  • Letters
  • Literature
  • Arts
  • Sociology
  • Philosophy
  • Anthropology

PhD project

Linguagem e educação literária no ensino médio: mecanismos linguísticos na formação construção dos sentidos
Maria Neves Gonçalves
Lucimar Almeida Dantas

The capacities of thinking and expansion of consciousness and perception are one of the essential goals of Education, enabling students to learn. Therefore, this research proposal thinks of interdisciplining Education, Language and Literature as indispensable elements for the reading and literary education of Brazilian Basic Education students, namely students in the Third Year of High School in Brazil. Literature is in charge of expressing its intuitions in words and Education is in charge of structuring the knowledge, performing the necessary perceptions intermediated by word games. The contact with Literature is an education that enables the subject to reach deeper levels of reflection, of linguistic competence, as well as a perception closer to reality. Education, Language and Literature may be the union of arguments, concepts, illuminators in the promotion of a trained, mature reading, capable of potentiating the subject and the (re)signification of its reality by means of a literary education in terms of a competent reader. Thus, the linguistic and literary contributions in Education may contribute to a theme that refers to the formation of a subject in favor of a conduction made by the word in Literature having in Education the necessary reception for the construction of a subject impregnated by more refined reflections and decisions. To delineate our object of investigation, we seek theoretical supports in Dominic Mengueneau, Giorgio Agamben, Maurice Blanchot and Tzetan Todorov through which we will talk about the use of written language and the importance attributed to literary reading, didactics of literature, the reading competence as an access to complex structures of knowledge. We are also concerned with the discourse not as an element of passage, but as a clarifying mechanism of ideas and positions that can help certain language issues present in the literary text and language, providing a necessary knowledge to dialogue with literary theory, with literary pragmatics, as they indicate possible paths from which the text unfolds to help us in this trajectory.

Keywords: Meaning and Interpretation. Language. Education.