Intermédio : Literatura e educação

This is a report based on an uneasiness. It so happens that the definition of the profile of an Educator can camouflage a pitfall: responding to pedagogical instances and calling ourselves professors who teach this or that, we fulfill institutional expectations extrinsic to the unavoidable variable logic of the classes, which contemplates the dialogue between students and professor. In the case of Literature teaching, the problem can escalate, for scoring contents to texts, imobilizing them around certain classifying parameters is an act of doubtful value. This, because reading should be a historical and an individual discovery of meanings within a students-professor movement that, in the extreme, erodes the map of schooling competences and also shakes the literary classifications themselves.