A literatura no ambiente escolar: os nove pentes d’áfrica na integração de identidades
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UEPB |
Texto Completo: | http://tede.bc.uepb.edu.br/jspui/handle/tede/3698 |
Resumo: | This dissertation deals with the insertion of literature in the school environment in a pleasant way, allowing reflections, especially regarding ethnic-racial issues. The objective of the research was to promote students' literary literacy by reading works that addressed positive aspects of African and Afro-Brazilian cultures. The school is an important space for the construction of identities and can contribute to the deconstruction of negative images built for so many years in the collective imagination of people. And, depending on how the issue of diversity is dealt with at school, this institution can help children to value their culture, their body, the construction of their identity or, on the contrary, when there is a silence under this problem, it ends up favoring discrimination. Based on the perspective of literary literacy, this research was based on the expanded sequence proposal of Rildo Cosson (2016), through the reading, analysis and reflection of the work “Os nove pentes d’África”, by Cidinha da Silva, in an 8th grade class of elementary school, which is a state school located in the municipality of Solânea, in the state of Paraíba. In the choice of Cidinha da Silva's work, some aspects were observed, as the positive characterization of the characters, the representation of customs and traditions, the respect for ancestors, the environment in which they lived, the connections to Africa, the images present in the work, among other aspects that could provide contributions in the construction of the identity of black children and adolescents and in the combating discrimination in the school environment. We have based our work on studies such as Cavalcanti (2002), Cavalleiro (2001, 2005), Cosson (2016), Gomes (2001), Oliveira (2006), Munanga (2003), Cuti (2010), Santos (2003), Souza (2001), among others. The aim of this research was to contribute to the formation of a critical reader, seeking in the reading a way to deal with ethnic-racial issues from the construction and deconstruction of images through the literature. The proposal promotes greater reflection on ethnic-racial relations and, from that, contributed to a better understanding of identity of black and non-black children and adolescents, and a relationship of respect for diversity in all individuals that compose the school environment. |
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Bezerra, Rosilda Alveshttp://lattes.cnpq.br/8374029473127289Viana, Nadja Carolina Ramalho de Lima2021-05-11T12:01:05Z2020-02-28Viana , Nadja Carolina Ramalho de Lima. A literatura no ambiente escolar: os nove pentes d’áfrica na integração de identidades. 2020. [118 f.]. Dissertação( Programa de Pós-Graduação Profissional em Letras - PROFLETRAS) - Universidade Estadual da Paraíba, [Guarabira].http://tede.bc.uepb.edu.br/jspui/handle/tede/3698This dissertation deals with the insertion of literature in the school environment in a pleasant way, allowing reflections, especially regarding ethnic-racial issues. The objective of the research was to promote students' literary literacy by reading works that addressed positive aspects of African and Afro-Brazilian cultures. The school is an important space for the construction of identities and can contribute to the deconstruction of negative images built for so many years in the collective imagination of people. And, depending on how the issue of diversity is dealt with at school, this institution can help children to value their culture, their body, the construction of their identity or, on the contrary, when there is a silence under this problem, it ends up favoring discrimination. Based on the perspective of literary literacy, this research was based on the expanded sequence proposal of Rildo Cosson (2016), through the reading, analysis and reflection of the work “Os nove pentes d’África”, by Cidinha da Silva, in an 8th grade class of elementary school, which is a state school located in the municipality of Solânea, in the state of Paraíba. In the choice of Cidinha da Silva's work, some aspects were observed, as the positive characterization of the characters, the representation of customs and traditions, the respect for ancestors, the environment in which they lived, the connections to Africa, the images present in the work, among other aspects that could provide contributions in the construction of the identity of black children and adolescents and in the combating discrimination in the school environment. We have based our work on studies such as Cavalcanti (2002), Cavalleiro (2001, 2005), Cosson (2016), Gomes (2001), Oliveira (2006), Munanga (2003), Cuti (2010), Santos (2003), Souza (2001), among others. The aim of this research was to contribute to the formation of a critical reader, seeking in the reading a way to deal with ethnic-racial issues from the construction and deconstruction of images through the literature. The proposal promotes greater reflection on ethnic-racial relations and, from that, contributed to a better understanding of identity of black and non-black children and adolescents, and a relationship of respect for diversity in all individuals that compose the school environment.Essa dissertação trata da inserção da literatura no ambiente escolar de forma prazerosa, possibilitando reflexões, especialmente no tocante às questões étnico-raciais. O objetivo da pesquisa foi de promover o letramento literário dos alunos a partir da leitura de obras que abordavam aspectos positivos das culturas africana e afro-brasileira. A escola é um espaço importante para a construção de identidades e pode contribuir para a desconstrução de imagens negativas construídas por tantos anos no imaginário coletivo das pessoas. E, dependendo de como a questão da diversidade é tratada na escola, essa instituição pode auxiliar a criança a valorizar sua cultura, seu corpo, a construção da sua identidade ou, pelo contrário, quando silencia diante dessa problemática, favorece a discriminação. Pautada na perspectiva do letramento literário, essa pesquisa foi baseada na proposta da sequência expandida de Rildo Cosson (2016), através da leitura, análise e reflexão da obra Os nove pentes d’África, de Cidinha da Silva, em uma turma de 8º ano do Ensino Fundamental de uma escola da rede estadual de ensino, localizada no município de Solânea, no estado da Paraíba. Na escolha da obra de Cidinha da Silva, alguns aspectos foram observados, como a caracterização positiva das personagens, a representação dos costumes e tradições, o respeito aos ancestrais, o ambiente em que viviam, as relações com a África, as imagens presentes na obra, dentre outros aspectos que pudessem proporcionar contribuições na construção da identidade das crianças e adolescentes negras e no combate à discriminação no ambiente escolar. Utilizando como aporte teórico Cavalcanti (2002), Cavalleiro (2001, 2005), Cosson (2016), Gomes (2001), Oliveira (2006), Munanga (2003), Cuti (2010), Santos (2003), Souza (2001) e outros, pretendeu-se, com essa pesquisa, contribuir para a formação de um leitor crítico, buscando na leitura uma forma de tratar as questões étnico-raciais a partir da construção e desconstrução de imagens através da literatura. A proposta promoveu uma maior reflexão sobre as relações étnico-raciais e, a partir disso, contribuiu para uma melhor compreensão da identidade de crianças e adolescentes negras e não negras, e de uma relação de respeito à diversidade em todos os que compõem o ambiente escolar.Submitted by Milena Ferreira Monteiro (milenamonteiro@servidor.uepb.edu.br) on 2021-05-11T12:00:42Z No. of bitstreams: 2 PDF - Nadja Carolina Ramalho de Lima Viana.pdf: 4249123 bytes, checksum: 75fe29cb2e99726e76b5ee6297b05b17 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Approved for entry into archive by Milena Ferreira Monteiro (milenamonteiro@servidor.uepb.edu.br) on 2021-05-11T12:01:05Z (GMT) No. of bitstreams: 2 PDF - Nadja Carolina Ramalho de Lima Viana.pdf: 4249123 bytes, checksum: 75fe29cb2e99726e76b5ee6297b05b17 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2021-05-11T12:01:05Z (GMT). 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dc.title.por.fl_str_mv |
A literatura no ambiente escolar: os nove pentes d’áfrica na integração de identidades |
title |
A literatura no ambiente escolar: os nove pentes d’áfrica na integração de identidades |
spellingShingle |
A literatura no ambiente escolar: os nove pentes d’áfrica na integração de identidades Viana, Nadja Carolina Ramalho de Lima Literatura Afro-brasileira Letramento Literário Leitura Ensino LINGUISTICA, LETRAS E ARTES |
title_short |
A literatura no ambiente escolar: os nove pentes d’áfrica na integração de identidades |
title_full |
A literatura no ambiente escolar: os nove pentes d’áfrica na integração de identidades |
title_fullStr |
A literatura no ambiente escolar: os nove pentes d’áfrica na integração de identidades |
title_full_unstemmed |
A literatura no ambiente escolar: os nove pentes d’áfrica na integração de identidades |
title_sort |
A literatura no ambiente escolar: os nove pentes d’áfrica na integração de identidades |
author |
Viana, Nadja Carolina Ramalho de Lima |
author_facet |
Viana, Nadja Carolina Ramalho de Lima |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Bezerra, Rosilda Alves |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8374029473127289 |
dc.contributor.author.fl_str_mv |
Viana, Nadja Carolina Ramalho de Lima |
contributor_str_mv |
Bezerra, Rosilda Alves |
dc.subject.por.fl_str_mv |
Literatura Afro-brasileira Letramento Literário Leitura Ensino |
topic |
Literatura Afro-brasileira Letramento Literário Leitura Ensino LINGUISTICA, LETRAS E ARTES |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES |
description |
This dissertation deals with the insertion of literature in the school environment in a pleasant way, allowing reflections, especially regarding ethnic-racial issues. The objective of the research was to promote students' literary literacy by reading works that addressed positive aspects of African and Afro-Brazilian cultures. The school is an important space for the construction of identities and can contribute to the deconstruction of negative images built for so many years in the collective imagination of people. And, depending on how the issue of diversity is dealt with at school, this institution can help children to value their culture, their body, the construction of their identity or, on the contrary, when there is a silence under this problem, it ends up favoring discrimination. Based on the perspective of literary literacy, this research was based on the expanded sequence proposal of Rildo Cosson (2016), through the reading, analysis and reflection of the work “Os nove pentes d’África”, by Cidinha da Silva, in an 8th grade class of elementary school, which is a state school located in the municipality of Solânea, in the state of Paraíba. In the choice of Cidinha da Silva's work, some aspects were observed, as the positive characterization of the characters, the representation of customs and traditions, the respect for ancestors, the environment in which they lived, the connections to Africa, the images present in the work, among other aspects that could provide contributions in the construction of the identity of black children and adolescents and in the combating discrimination in the school environment. We have based our work on studies such as Cavalcanti (2002), Cavalleiro (2001, 2005), Cosson (2016), Gomes (2001), Oliveira (2006), Munanga (2003), Cuti (2010), Santos (2003), Souza (2001), among others. The aim of this research was to contribute to the formation of a critical reader, seeking in the reading a way to deal with ethnic-racial issues from the construction and deconstruction of images through the literature. The proposal promotes greater reflection on ethnic-racial relations and, from that, contributed to a better understanding of identity of black and non-black children and adolescents, and a relationship of respect for diversity in all individuals that compose the school environment. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-02-28 |
dc.date.accessioned.fl_str_mv |
2021-05-11T12:01:05Z |
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dc.identifier.citation.fl_str_mv |
Viana , Nadja Carolina Ramalho de Lima. A literatura no ambiente escolar: os nove pentes d’áfrica na integração de identidades. 2020. [118 f.]. Dissertação( Programa de Pós-Graduação Profissional em Letras - PROFLETRAS) - Universidade Estadual da Paraíba, [Guarabira]. |
dc.identifier.uri.fl_str_mv |
http://tede.bc.uepb.edu.br/jspui/handle/tede/3698 |
identifier_str_mv |
Viana , Nadja Carolina Ramalho de Lima. A literatura no ambiente escolar: os nove pentes d’áfrica na integração de identidades. 2020. [118 f.]. Dissertação( Programa de Pós-Graduação Profissional em Letras - PROFLETRAS) - Universidade Estadual da Paraíba, [Guarabira]. |
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http://tede.bc.uepb.edu.br/jspui/handle/tede/3698 |
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dc.relation.references.por.fl_str_mv |
VIANA, Nadja Carolina Ramalho de Lima. A literatura no ambiente escolar: os nove pentes d’áfrica na integração de identidades. 2020. 118 f. Dissertação (Mestrado Profissional em Letras) - Programa de Pós-Graduação Profissional em Letras (PROFLETRAS), Universidade Estadual da Paraíba, Guarabira, 2020. |
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Universidade Estadual da Paraíba |
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Brasil |
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Centro de Humanidades - CH |
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Universidade Estadual da Paraíba |
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