Studies on Literature teaching (Candido, 1995; Cosson, 2018; Freire, 1921; Leahy-Dios, 2004; Paulino, 2010; Paulino & Cosson, 2009; Segabinazi, 2011; Zilberman, 2009) argue that the development of literary literacy enables to constituting critical readers, capable of reflecting on the dichotomies between the real world and those that are fabled to them, building, in this process, their identity. Despite this, other studies (Cosson, 2020; Duarte, 2013; Witte & Sâmihaian, 2013) demonstrate that the school approach to Literature has its statutes, autonomy, and appreciation frequently revised, motivated by didactic-methodological tensions related to the place of Literature in the school and socio-political interests, which cause changes in the conceptions and practices of teaching Literature.

The different approaches, tensions, and interests that have motivated the development of Literature teaching over time have also modified the value and the definition of Literature; the purpose of its teaching; the contents taught; the adopted methodologies; the roles played by teachers and students; the criteria for selecting texts; the teaching materials, the activities, and the assessment (Cosson, 2020). By identifying and studying these aspects, Cosson (2020) defined the paradigms that have influenced Literature teaching in the Brazilian context. Considering similar topics, Witte and Sâmihaian (2013) identified points of agreement and disagreement between the Literature curricula of six European countries, and Duarte (2013) investigated the similarities and contradictions between the paradigmatic conceptions of teachers, regulatory discourses, and academics on the Literature teaching in Portugal.

Considering the mentioned studies, the relevance of literary literacy development in the citizens' formation, and the role of the school as the central agent of its promotion and democratization (Lajolo, 1983, 1988), we believe that it is crucial to understand how the Literature teaching has evolved over the years. Because of it, in this study, we intend to characterize an overview of Literature teaching as a curricular subject based on identified teaching trends developed and implemented in the context of first-language teaching in Basic Education. To achieve the objective of this study, we intend to answer the following questions:

• What place has the teaching of Literature occupied in curricula and school practices for Basic Education?
• What objectives have guided the school's teaching of Literature in Basic Education?
• What Literature teaching strategies and practices have been developed and implemented in Basic Education?
• What kind of Literature learning assessment has been developed and implemented in Basic Education?
• What roles have teachers, students, and learning objects played in Literature teaching and learning processes in Basic Education?
• What tensions and interests have likely motivated identified changes in the statutes, autonomy, and appreciation of Literature teaching?

Considering the objective of this study, we have been developing a systematic literature review (Boland et al., 2017) that would allow addressing the research questions and, in the end, understanding how Literature teaching has evolved over the years, characterizing its panorama. We conducted, at first, exploratory searches whose results provided us with bases to define the search terms and limitations. Thus, we identified four expressions that we chose to be the study's search terms: 'literature teaching'; 'teaching of literature'; 'literary education'; 'literature education'. We also set search-limiting parameters to perform more precise searches, considering adding to the corpus articles published in English, Portuguese, and Spanish in indexed journals in Education, Social Sciences, and Language and Literature fields. Considering the aim of identifying Literature teaching trends over the years, we did not circumscribe the searches by time. In addition to the research limitations, we defined the corpus selection by inclusion and exclusion criteria elaborated based on the objective of this study and aided by the results of the exploratory searches. In this way, we included articles that address a time overview analysis of Literature teaching as a curriculum subject taught in first-language classes at Basic Education levels of regular schools. Then, in January 2023, we searched for records published until December 2022 that mentioned the defined search terms in the Scopus and Web of Science databases' title, abstract, and keywords fields. After excluding duplicates, the search yielded 958 records, from which we had to discard 28 because they did not have a digital version available. After that, with 930 records, we fully read the titles, abstracts, and keywords. We removed 139 texts flagged in searches for textually mentioning the search terms because they did not address them as the research object of the studies they portrayed. In a second moment, we scanned 971 articles, applying the inclusion and exclusion criteria and obtaining a corpus of 43 records. At the time of submission of this proposal, we are reading and categorizing them using the thematic content analysis method (Cohen et al., 2018).

Through the study conducted so far, we could characterize the corpus metadata. Its analysis demonstrated the growing relevance of research topics related to Literature teaching overviews since the corpus, formed from texts published since the late 1970s, consists of approximately 70% of articles from the last ten years (2012-2022), in which the year 2019 stands out, in which six were published. Through these preliminary analyses, it was also possible to verify that researchers from seventeen countries of different continents worldwide have been addressing the topics of interest to this study, from which we can highlight Brazil and Spain, with 8 and 10 productions, respectively. We believe the diversity of the article's origin that constitutes the corpus will enable a more plural understanding of Literature teaching. Lastly, we expect that the outcomes of the reading and analysis of the corpus (phase currently in progress) will make it possible to identify Literature teaching trends over the years and, hence, characterize its panorama. In addition to a greater understanding of the Literature teaching history, we hope that this study will also aid the construction of the theoretical framework for the data collection and analysis processes of the doctoral project of which it is part, whose main objective is to identify and to characterize the paradigms that have guided the teaching of Literature in Basic Education by analyzing the life histories of teachers who have worked in this area.

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