Literature in The Final Years of Elementary Education in Mato Grosso: Analysis of the DRC-MT

Objective: This study aimed to analyze how the Curricular Reference Document for Mato Grosso: final years of elementary education (2018) guides the teaching of literature and the development of readers in the second cycle of elementary education. Theoretical Framework: The theoretical foundation was based on the contributions of Antonio Candido (2011), Marcel Álvaro de Amorim and Victor Alexandre Garcia Souto (2020), and Michely Tais Brito Sousa et al. (2023) to comprehend the context of literary education and its significance. Method: This basic research employed qualitative documentary analysis combined with a bibliographical review on the topic, adhering to the perspective of Menga Lüdke and Marli André (1986). Results and Discussion: It was observed that the DRC-MT values literature but still lacks specific guidelines for addressing local particularities related to literary manifestations in Mato Grosso. Research Implications: The study found an absence of mentions of indigenous literature and specific indigenous languages of the state, in addition to insufficient focus on the cross-cultural exchange stemming from border areas with Spanish-speaking countries. Originality/Value: The relevance and value of this research are evidenced by its contributions to studies on literature and education, given the limited publications concerning the Curricular Reference Document for Mato Grosso: final years of elementary education.