Reading and Writing in Secondary School: From Teaching Rhetorical-Poetic Precepts to Encouraging Originality and Creativity (1914-1969)
In the teaching of writing in Portuguese Secondary school classes, there may have been, at first, practices that mobilized rhetorical-poetic knowledge mixed with the idea of originality, until approximately the first half of the 20th century. Later, in the 1950s and 1960s, when the notion of o...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Universidade Estadual de Londrina
2021-08-01
|
| Series: | Signum: Estudos da Linguagem |
| Subjects: | |
| Online Access: | https://www.uel.br/revistas/uel/index.php/signum/editor/proofGalley/43361/30711 |
| Summary: | In the teaching of writing in Portuguese Secondary school classes, there may have been, at first,
practices that mobilized rhetorical-poetic knowledge mixed with the idea of originality, until
approximately the first half of the 20th century. Later, in the 1950s and 1960s, when the notion
of originality was further developed, such practices began to value the individual creativity
of the student in the elaboration of writing. The purpose of this article is to discuss how
rhetorical-poetic precepts, as well as the concepts of originality and creativity are presented in
guidelines for teaching writing in didactic texts published between 1914 and 1969. The analysis
of the school anthology Céu, terra e mar (1914), by Alberto de Oliveira, of the teacher’s manual
O idioma nacional na escola secundária (1935), by Antenor Nascentes, of the school collection
Português através de textos (1960-1969), by Magda Soares, and of the article “Importância da
composição” (1951), published in Revista de Educação, which comprise our corpus, is based on the
theoretical and methodological framework of the Cultural History of Reading. In textbooks
edited between 1914 and 1935, rhetorical-poetic precepts are recommended, such as those
of invention, disposition, and elocution, which comprise the three rhetorical operations for
the composition of speeches, in addition to that of imitation, while originality in writing is
also encouraged. In the 1960s, the encouragement of original writing then brings out the idea
of writing as an individual creative activity in new textbooks and in teaching journal articles
produced in the period. |
|---|---|
| ISSN: | 1516-3083 2237-4876 |