THE PLACE OF THE LITERATURE COURSE IN COMPUTER SCIENCE PROGRAMS AT FEDERAL INSTITUTES IN NORTHEAST BRAZIL (2024)

Abstract

The aim of this article is to analyze how Literature is materialized in the Pedagogical Course Projects (PCPs) of the Information Technology area at the Federal Institutes. This analysis takes into account that these institutions adopted a new perspective following Law No. 11,892/2008, as they came to understand that vocational education should take place in an integral manner—that is, comprehensive, humanistic, civic, and capable of overcoming the dichotomy between executing versus thinking, directing, and planning. In this context, a study was conducted on the Pedagogical Course Projects of integrated Information Technology programs at Federal Institutes in the Northeast region of Brazil, with the aim of analyzing how Literature is materialized in these guiding documents. This is a bibliographical study based on documentary analysis, supported by curriculum theorists such as Goodson (2012), Macedo (2017), and Sacristán (2017), as well as by scholars in the field of Literature, including Candido (2002; 2011), Malard (1985), Lajolo (1993), and Rocco (1992). The analysis made it possible to verify that Literature and its branches—such as African Literature in Portuguese, state, local, and Portuguese literature—are present in the curricula of the Institutes. Finally, we conclude that some Institutes promote changes in the teaching of Literature with regard to content organization, while others invest in interdisciplinary work.