A literatura negro-brasileira como propiciadora de uma educação para as relações étnico-raciais: uma fenda no cânone

• Autor(a) principal: Santos , Adeilma Machado dos
• Data de Publicação: 2017
• 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/2817
• topic: Literatura negro-brasileira. Literatura literária. Ensino de literatura. Letramento literário.; CIENCIAS SOCIAIS APLICADAS

The following research ―The negro-brazilian literature pursuing an education to the ethnic racial relations: a rupture in the literary canon‖ has as its objective to propose the teaching of the negro-brazilian literature to function as an ethnic racial affirmative. Since it does not corroborate the crystalized images of the negroes’ figures from the traditional brazilian literature, rather it inquires them, disestablishing the pre-determined places occupied by them. Thus, this approach is necessary, for the form how the literature teaching functions nowadays at the brazilian schools based on books which does not represent the negro community under a protagonist aspect; moreover, in some cases the negro image appears in a subdued and subaltern form and the questions that are made through these activities are not enough to problematize those speeches and pre-stabilized social places. To achieve this task, the consecutive question is important: how to teach negro brazilian literature in the school context to propitiate an education to the ethnic racial relations? This questioning is based on the conception of a negro brazilian literature as a reflection space about the place occupied by the negro on the society and his resistance and fight process. The present applied analysis assumes the research action character, considering it stands on a reflexive practice of a social emphasis. Furthermore, as a first action, we used a questionnaire with discursive and objective questions as data collection instrument and developed as a final product a work plan with reflections and suggestions to subside teachers that want to work with the proposed perspective. Initially the theoretical contribution used is based on the Official Documents: National High School Curricular Parameters (PCN, 2000) e High School Curricular Orientations (2006). Therefore, the studies by Cuti (2010) on the differences between the terms afro brazilian and negro brazilian, Cosson (2014) with his operational concept on literary literacy and expanded and basic didactic sequence approach. Deleuze e Guattari (2003) also were extremely important for the considered small literatures comprehension which are texts written by minority groups, however they find in the collectivity a reason to exist. Taking this into consideration, we hope this research can motivate and guide the methodological and pedagogical teachers’ practices to develop a work based on the studying and reading of literary texts on the negro protagonism at class.