As obras literárias nos vestibulares e a construção curricular – o caso FUVEST
Abstract
The objective of this work is to investigate how university entrance exams can be understood as agents of transformation of the high school curriculum. Our focus will be on the FUVEST entrance exam and its current selection of literary works written exclusively by female authors, both Brazilian and foreign. This selection was based on the number of works chosen annually and the social and political impact that the universities under its jurisdiction have (such as USP). Our methodology was a documentary analysis of the main points of the FUVEST exam guidelines from a historical-comparative perspective, in order to develop a critique of the motivations and results inherent in the list of books for the entrance exam. Within this context, we must view this choice in light of at least four dimensions, encompassing gender, social issues, literature, and curriculum.
References
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DALVI, Maria Amélia; SCHWARTZ, Cleonara Maria; TRAGINO, Arnon. A literatura no vestibular: traços de seu histórico e olhares recentes. Via Atlântica, São Paulo, n°. 28, 215-230, Dez/2015.
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MACEDO, Elizabeth. Mas a escola não tem que ensinar? Currículo sem Fronteiras, v. 17, n. 3, p. 539-554, set./dez. 2017.
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