Objectives (5 - 10 minutes)

1. Understand the concept of postmodernism in literature and its relationship with the historical and social context.
2. Identify characteristics and elements of postmodernism in contemporary literary texts.
3. Analyze and interpret postmodern literary texts, taking into account the literary trends of the period.

Secondary objectives:

1. Stimulate critical reflection on literature and its evolution over time.
2. Develop reading and interpretation skills for complex literary texts.
3. Promote appreciation and respect for the diversity of styles and literary movements.

Introduction (10 - 15 minutes)

1. Review of previous contents: The teacher starts the class by recalling the basic concepts of literary movements and their characteristics, with a special focus on the movements that preceded postmodernism. This can be done through a quick questionnaire, asking students to remember and talk about the main literary movements they studied before. (3 - 5 minutes)

2. Presentation of problem situations: The teacher presents two situations that stimulate critical thinking and curiosity among students:

   • Situation 1: 'Imagine you are reading a book that does not seem to follow a linear narrative structure and mixes different literary genres. How would you explain this writing style?'
   • Situation 2: 'You are reading a poem that makes references to various literary works from different eras and cultures. How can these references help us understand the poem and what do they have to do with the concept of postmodernism in literature?' (3 - 5 minutes)

3. Contextualization: The teacher contextualizes the importance of studying postmodernism in literature, highlighting how this movement has influenced and continues to influence the way we write and understand contemporary literature. Examples of books, authors, and poems considered postmodern may be mentioned, briefly discussing how they challenge established literary conventions. (2 - 3 minutes)

4. Engaging students' attention: To spark students' interest in the topic, the teacher can share some curiosities or stories related to postmodernism in literature. Here are two suggestions:

   • Curiosity 1: 'Did you know that postmodernism in literature is not a unified movement, but rather a series of literary movements that emerged after World War II? This means there is a great diversity of styles and approaches within postmodernism.'
   • Curiosity 2: 'Have you heard of the author Jorge Luis Borges? He is one of the main exponents of postmodernism in literature and is known for his stories that challenge the notion of time and reality. Let's read one of his most famous stories in today's class.' (2 - 5 minutes)

Development (20 - 25 minutes)

1. Theory and Concepts of Postmodernism in Literature (8 - 10 minutes)

   • The teacher begins the explanation by defining what postmodernism in literature is, emphasizing that it is a movement that opposes modernism and realism. It can be explained that postmodernism seeks to deconstruct traditional narrative and poetic structures, blending genres, styles, and times, and questioning the notions of originality and authorship.

   • Next, the teacher discusses the relevance of the historical and social context for understanding postmodernism in literature. It can be mentioned that postmodernism emerges after World War II, a period of profound social, political, and cultural transformations, reflecting a crisis of values and disillusionment with the grand narratives (such as science, religion, and politics) that characterize the 20th century.

   • The teacher can illustrate the theory with examples of postmodern literary texts, both national and foreign, that students can become familiar with. For example, excerpts from 'Hopscotch' by Julio Cortázar and 'The Name of the Rose' by Umberto Eco, which are often cited as examples of postmodernism in literature, can be presented.

2. Characteristics and Elements of Postmodernism (8 - 10 minutes)

   • The teacher introduces the main characteristics and elements of postmodernism in literature. For example, they can discuss intertextuality, metafiction, pastiche and parody, narrative fragmentation, the multiplicity of voices and perspectives, and the subversion of reader expectations.

   • For each characteristic or element, the teacher presents a definition and examples of how they manifest in postmodern literary texts. For instance, they can show how intertextuality is present in 'The Name of the Rose,' with its numerous references to other literary and philosophical works, and how metafiction is evident in 'Hopscotch,' with its play of alternative narrative structures.

   • To help students better understand the characteristics and elements of postmodernism, the teacher can propose an activity in which they have to identify and discuss these elements in postmodern literary texts. For example, the teacher can divide the class into groups and give each group a passage from a postmodern literary text to analyze.

3. Analysis and Interpretation of Postmodern Literary Texts (4 - 5 minutes)

   • The teacher guides students in the analysis and interpretation of postmodern literary texts. For example, they may suggest that students read a postmodern literary text at home and write a brief essay analyzing and interpreting the text based on the concepts, characteristics, and elements of postmodernism discussed in class.

4. Group Discussion (5 - 7 minutes)

   • The teacher proposes a group discussion on postmodernism in literature. For example, they can ask students to share their perceptions and interpretations of the postmodern literary texts they have read. The teacher should encourage students to express their opinions respectfully and listen carefully to others' opinions. They can ask questions like: 'How does the presence of multiple voices and perspectives in the text affect our reading and interpretation?' 'How do references to other literary and cultural works in the text contribute to its meaning?' and 'How does the use of alternative narrative structures in the text challenge us as readers?'

This Development stage is essential for students to understand and apply the concepts of postmodernism in literature. Furthermore, the proposed activities allow students to develop skills in analyzing, interpreting, and discussing literary texts, which are fundamental skills for the Portuguese discipline.

Return (10 - 15 minutes)

1. Connection to the Real World (5 - 7 minutes):

   • The teacher should connect the learned contents to the real world, highlighting the presence of postmodernism in contemporary literature. They can mention recent books, authors, and works considered postmodern and discuss how these works reflect the characteristics and elements of postmodernism discussed in class.
   • The teacher can also highlight the presence of postmodernism in other art forms, such as music, painting, and cinema. For example, they can mention how pastiche, intertextuality, and the subversion of audience expectations are elements frequently present in postmodern works of these other art forms.
   • Additionally, the teacher can discuss how postmodernism in literature can help us understand and question the world we live in. For instance, they can mention that postmodernism challenges us to question the grand narratives that shape our perception of reality, such as science, religion, and politics, and to consider multiple perspectives and truths.

2. Reflection on Learning (3 - 5 minutes):

   • The teacher should encourage students to reflect on what they have learned in class. For example, they can ask students to think about answers to questions like: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?'
   • The teacher can encourage students to write down their reflections in a notebook or digital document, and review these notes before the next class to reinforce learning.

3. Feedback and Evaluation (2 - 3 minutes):

   • The teacher should ask for feedback from students about the class, asking, for example: 'What did you like most about today's class?' and 'What could be improved in the next class?'
   • Additionally, the teacher can assess students' understanding of postmodernism in literature through a brief assessment activity, such as a multiple-choice questionnaire or an open-ended question. This will allow the teacher to identify which concepts need to be reinforced in the next class.

4. Preparation for the Next Class (1 - 2 minutes):

   • Finally, the teacher should inform students about what will be studied in the next class and what they should do to prepare. For example, the teacher can say: 'In the next class, we will discuss the influence of postmodernism on Brazilian literature. To prepare, read the short story 'The Rose of the People' by Carlos Drummond de Andrade, and note the characteristics and elements of postmodernism you find in the text.'
   • The teacher can also suggest that students continue reading and exploring postmodern literary texts at home to deepen their understanding of the topic. For instance, they can provide students with a list of recommended postmodern books and authors, and ask them to choose one to read and analyze.

This Return stage is crucial to consolidate students' learning and ensure they can apply the concepts, skills, and attitudes developed in class to real-world situations.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes):

   • The teacher should summarize the main points discussed in class, recalling the concepts of postmodernism in literature, its characteristics and elements, and the importance of the historical and social context in shaping this literary trend.
   • This can be done through a summary in bullet points, highlighting the key points students should remember. For example: 'Postmodernism in literature is a movement that seeks to deconstruct traditional narrative and poetic structures. It is characterized by intertextuality, metafiction, pastiche and parody, narrative fragmentation, the multiplicity of voices and perspectives, and the subversion of reader expectations. Postmodernism in literature emerges after World War II, reflecting a crisis of values and disillusionment with the grand narratives that characterize the 20th century.'

2. Connection of Theory, Practice, and Applications (1 - 2 minutes):

   • The teacher should explain how the class connected the theory of postmodernism in literature with the practice of analyzing and interpreting postmodern literary texts.
   • They can also emphasize how understanding postmodernism in literature can be applied in real situations, such as reading and interpreting contemporary literary works and appreciating other art forms that reflect postmodernism.

3. Extra Materials (1 - 2 minutes):

   • The teacher should suggest extra materials for students who wish to deepen their understanding of postmodernism in literature.
   • For example, they can recommend books, articles, and websites that discuss postmodernism in literature and present examples of postmodern literary texts for reading and analysis.
   • Additionally, the teacher can suggest extra activities, such as writing a postmodern literary text, creating a podcast about postmodernism in literature, or conducting research on the influence of postmodernism on Brazilian literature.

4. Importance of the Subject in Daily Life (1 minute):

   • Finally, the teacher should highlight the importance of postmodernism in literature in daily life.
   • For example, they can mention that postmodernism helps us question established truths and consider multiple perspectives and interpretations, skills that are valuable not only in literature but in many aspects of life.
   • Additionally, the teacher can emphasize that reading and appreciating postmodern literary texts can be a source of pleasure and cultural enrichment, and that understanding postmodernism in literature can help us better appreciate these works.