Brief Reflections about the Importance of Women’s Literature in The School Curricula: From Concrete Utopia to Reality

Abstract

When we trace a brief cartography, regarding the national literary production, and, in particular, the writing of female authorship, we perceive the maintenance of names of writers in the circulation of works in the publishing market. The scarcity of titles written by women is also observed in school collections of teaching literature. The literary canon has been a space in which, mostly, writers have their works consolidated, to the detriment – suppression and/or restriction – of women authors. This hegemony of works written by men has influenced the literary formation of students during their academic trajectory. We intend to problematize the need to include, in this environment, works by women that promote representation and equity. To this end, we will use Ernst Bloch’s (2005) utopian thought as a revolutionary driving force, which struggles to destroy dominant relationships and build new ones in their place. We will also use Judith Butler’s (2021) theorizations about Gender Studies and curricular documents for the teaching of literature, present in the National Common Curricular Base - BNCC. This initial discussion seeks to think about the praxis of teaching literature in a way and expand it, going beyond the current division of content, based on traditional conceptions, and highlighting women authors in the school curriculum.