Objectives (5 - 7 minutes)

1. Understanding of Symbolism and Parnassianism: Students should be able to identify the main concepts and characteristics of these literary movements. This includes understanding what Symbolism is, its main characteristics, and how it differed from Parnassianism.

2. Analysis of Literary Texts: The secondary objective is for students to be able to analyze literary texts, identifying the figures of speech and symbolic elements present. This will allow them to apply the knowledge acquired about Symbolism and Parnassianism in a practical way.

3. Historical Contextualization: In addition, students should be able to place these literary movements in their historical context, understanding how they emerged and developed. This includes identifying historical events that influenced these movements and how they influenced society at the time.

Secondary Objectives:

• Development of Critical Thinking: Through the analysis of literary texts, students will also be developing their critical thinking skills, learning to question and interpret what they read.

• Improvement in Reading and Writing: By working with literary texts, students will be practicing their reading and writing skills, which will contribute to the improvement of these skills.

Introduction (10 - 15 minutes)

1. Content Review: The teacher starts the lesson by briefly reviewing the literary movements already studied, Romanticism and Realism, making connections to the current topic. He may ask students what they remember about these movements and how they relate to the literature of the time.

2. Problem Situations: Next, the teacher presents two problem situations to arouse the students' interest:

   • Situation 1: "Imagine you are a poet living in the late 19th century, a time of great social and technological changes. How would you express your feelings and perceptions of the world around you through poetry?"
   • Situation 2: "Now, imagine you are a reader in the same era, reading a poem that contains various figures of speech and symbols. How would you interpret this poem? What would be the effect of these elements on your reading and understanding?"

3. Contextualization: The teacher explains that Symbolism and Parnassianism were two literary movements that emerged in the late 19th century as responses to Realism. They sought new forms of expression and valued aesthetics and poetry. The teacher may mention that these movements reflected the spirit of the time, a time of changes and uncertainties.

4. Curiosities: To further pique the students' interest, the teacher can share some curiosities about Symbolism and Parnassianism:

   • Curiosity 1: "Did you know that Symbolism was influenced by philosophical and scientific ideas of the time, such as Charles Darwin's theory of evolution and Sigmund Freud's psychoanalysis? These ideas contributed to the Symbolist view that the world was a mystery to be deciphered and that art, especially poetry, was a way to reveal these mysteries."
   • Curiosity 2: "And Parnassianism, in turn, was influenced by the artistic movement of Impressionism, which valued light and color. The Parnassians believed that poetry should be 'art for art's sake,' meaning that it should be valued for its beauty and formal perfection, much like Impressionist paintings were valued for their colors and lights."

The teacher should ensure that the students are engaged and interested in the lesson by the end of the Introduction. This can be done through the presentation of curiosities, problem situations, and contextualization of the topic.

Development (20 - 25 minutes)

1. Theory - Symbolism (10 - 12 minutes)

   • Definition of Symbolism: The teacher begins the explanation of Symbolism, highlighting that it was a movement that valued subjectivity, intuition, and imagination. They believed that reality could be expressed through symbols and images, not just facts and objective descriptions.

   • Origin and Influences: The teacher explains that Symbolism emerged in France in the late 19th century as a reaction to Realism. He may mention that the movement was influenced by philosophical and scientific ideas of the time, such as Charles Darwin's theory of evolution and Sigmund Freud's psychoanalysis.

   • Main Characteristics: The teacher highlights the main characteristics of Symbolism, such as musicality, suggestion, mystery, evasion of reality, formal freedom, and the use of figures of speech, especially metaphors and symbols.

   • Representatives of Symbolism: The teacher presents the main representatives of Symbolism, such as Charles Baudelaire, Arthur Rimbaud, and Paul Verlaine. He may highlight each one's contribution to the movement and read some excerpts from their works.

2. Theory - Parnassianism (10 - 12 minutes)

   • Definition of Parnassianism: The teacher begins the explanation of Parnassianism, highlighting that it was a movement that valued form and formal perfection. They believed that poetry should be 'art for art's sake,' meaning that it should be valued for its beauty and formal perfection, much like Impressionist paintings were valued for their colors and lights.

   • Origin and Influences: The teacher explains that Parnassianism emerged in France in the late 19th century as a reaction to Romanticism. He may mention that the movement was influenced by the Impressionist art movement.

   • Main Characteristics: The teacher highlights the main characteristics of Parnassianism, such as objectivity, precise vocabulary, impersonality, rejection of emotions, and the valorization of form.

   • Representatives of Parnassianism: The teacher presents the main representatives of Parnassianism, such as Théophile Gautier, Leconte de Lisle, and Olavo Bilac. He may highlight each one's contribution to the movement and read some excerpts from their works.

3. Comparison Symbolism x Parnassianism (5 - 6 minutes)

   • Differences and Similarities: The teacher makes a comparison between Symbolism and Parnassianism, highlighting the differences and similarities between them. For example, he can compare the worldview, literary characteristics, and the influence of other artistic and intellectual movements.

4. Practical Exercise (5 - 6 minutes)

   • Analysis of Poems: The teacher distributes to the students some poems by Symbolists and Parnassians for analysis. Students should identify the characteristics of Symbolism and Parnassianism present in the poems. The teacher circulates around the room, assisting students and answering questions.

At the end of the Development, students should have acquired a solid understanding of Symbolism and Parnassianism, be able to differentiate them, and analyze literary texts from these movements.

Return (10 - 12 minutes)

1. Group Discussion (3 - 4 minutes): The teacher should encourage a group discussion about the analyses made by the students. Each group should share their conclusions and observations. This will allow students to learn from each other and see different perspectives on the same text. The teacher should guide the discussion, asking questions to deepen the analysis and correcting possible misconceptions.

2. Connection with Theory (3 - 4 minutes): The teacher should then connect the students' analyses with the theory presented. For example, he can ask students how the characteristics of Symbolism and Parnassianism manifested in the texts they analyzed. He can also ask students to identify the figures of speech and symbolic elements present in the texts, reinforcing the practical application of theoretical knowledge.

3. Individual Reflection (2 - 3 minutes): Next, the teacher asks students to make an individual reflection on what they have learned. He can ask questions like:

   • "What was the most important concept you learned today?"
   • "What questions have not been answered yet?"
   • "How would you use the skills you acquired today outside the classroom?"

   Students should have a minute to think about these questions and then are encouraged to share their answers with the class. The teacher should listen carefully to the students' answers, as they can provide valuable feedback on the effectiveness of the lesson.

4. Feedback and Closure (2 - 3 minutes): Finally, the teacher should provide feedback on the students' participation and performance during the lesson. He should praise the students' strengths and provide constructive guidance for improvements. The teacher should also recap the main points of the lesson and reinforce the importance of Symbolism and Parnassianism in literature. He can suggest additional activities or readings for students who wish to deepen their knowledge on the subject.

The Return stage is essential to consolidate students' learning, to give them the opportunity to reflect on what they have learned, and to provide valuable feedback to the teacher. Additionally, it helps develop students' ability to learn autonomously and apply what they have learned in different contexts.

Conclusion (5 - 7 minutes)

1. Summary (2 - 3 minutes): The teacher starts the Conclusion of the lesson by summarizing the main points covered. He should recall the key concepts of Symbolism and Parnassianism, their differences and similarities, and how they manifest in literature. The teacher can do this through a visual scheme, such as a board or a slide presentation, to facilitate students' understanding and retention.

2. Connection of Theory with Practice (1 - 2 minutes): Next, the teacher emphasizes how the lesson connected theory with practice. For example, he can mention how students analyzed Symbolist and Parnassian literary texts, identifying the characteristics of these movements and the figures of speech present. The teacher should highlight that this analytical skill is crucial not only for understanding literature but also for the development of critical thinking.

3. Extra Materials (1 - 2 minutes): The teacher suggests some extra materials for students who wish to deepen their knowledge of Symbolism and Parnassianism. These materials may include poems, stories, essays, or books by Symbolist and Parnassian authors, as well as websites, videos, or podcasts discussing these literary movements. For example, the teacher can suggest reading poems by Charles Baudelaire, Arthur Rimbaud, Théophile Gautier, or Olavo Bilac, or listening to a podcast about Symbolism and Parnassianism.

4. Importance of the Subject (1 minute): Finally, the teacher emphasizes the importance of Symbolism and Parnassianism. He may mention that these literary movements were influential not only in literature but also in art, philosophy, and society as a whole. The teacher can emphasize that understanding these movements and their influence can help us better understand the culture and society of their time, as well as appreciate and interpret literature.

The Conclusion is a crucial stage to consolidate students' learning, to reinforce the main points of the lesson, and to motivate them to continue learning about the subject. Additionally, it helps develop students' ability to learn autonomously and apply what they have learned in different contexts.