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Trabalho de Conclusão de Curso (graduação)—Universidade de Brasília, Instituto de Letras, Departamento de Teoria Literária e Literatura, 2018.

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Este artigo analisa o modo como a obra de Castro Alves tem sido abordada em livros didáticos do ensino médio em comparação com as opiniões dispersadas por grandes críticos da literatura brasileira a respeito do autor, conhecido por ser extremamente ligado às inspirações revolucionárias e liberais do século XIX. Após o levantamento da fortuna crítica quanto às diferentes opiniões de críticos da literatura brasileira, foram destacadas as mudanças de abordagem dos livros, bem como as diferenças nos métodos e conteúdos didáticos. Por fim, elucidou-se quais são as abordagens comuns às histórias da literatura e aos livros didáticos, quanto à obra de Castro Alves, e qual segmento crítico (dos autores supracitados) os livros didáticos mais adotam. Além disso, foi abordada também a questão feminina, que, por sua vez, foi bastante explorada nos livros didáticos.

This article analyzes how Castro Alves' literary work has been approached in high school textbooks in comparison to the opinions dispersed by great critics of Brazilian literature about the author, known to be extremely connected to the revolutionary and liberal inspirations of the 19th century. After the critical fortune was raised regarding the different opinions of critics to the Brazilian literature, the different approaches of the books were highlighted, as well as the differences in the didactic methods and contents were highlighted. Finally, it was elucidated which are the common approaches to the stories of the literature and to the didactic books, regarding to literary work of Castro Alves, and which critical segment (of the aforementioned authors) the high schools textbooks more adopt. In addition, the feminine question was also addressed, which, in turn, was extensively explored in textbooks.