THE PERMANENCE OF MYTHS IN SCHOOL EDUCATION

FOR A MYTHICAL LITERACY IN ELEMENTARY EDUCATION

Abstract

When considering the polysemy of myth as a social phenomenon, the difficulty in conceptualizing is in understanding that it is influenced by the time, conditions and the context in which it circulates and others culturally intrinsic factors. Even though the term is of Greek origin and the first studies focused on Western cultures around the Mediterranean Sea, myth is a way of narrating and feeling present in different cultures, so it is necessary to establish a concept of mythical literacy. However, the educational documents that guide teaching activities, such as the BNCC, emphasize the interpretation of the myth, mainly in Religious Education. The question that arises is whether this discipline should be the main instance of interpretation of the myth, considering that not all education systems include this curricular component. At this juncture, after a brief definition of the myth and the critical debate about this genre at BNCC, this article proposes to reestablish the understanding of the myth in Portuguese language classes through the following premises: the need for a multisemiotic and multimodal approach; the use of good adaptations; the reconciliation between religious and historical aspects; the curation of the text; and the emphasis on orality.