Direito à Flor da Pele: estudo de caso sobre o ensino de literatura afro-brasileira no Colégio Estadual Abdias Nascimento do município de Nova Iguaçu/RJ

• Autor(a) principal: França, Débora de Souza
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10208
• topic: African-Brazilian Literature; Teacher Training; Law 10.639/03; Anti-racist education; Literatura afro-brasileira; Formação de professores; Lei 10.639/03; Educação antirracista; Cultura afro-brasileira; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The african-Brazilian literature is a concept under construction. From the Law 10.639 / 2003, with the mandatory teaching of Afro-Brazilian History and Culture in schools, the subject becomes part of the school curriculum. For the implementation of the law to give a satisfactory way is to think the formation of the literature professor, who among so many everyday demands, now finds himself invited to think about the issue of inclusion with ethnic-racial perspective. His practice, challenges and discoveries in this new way is proposed to be followed sets up the theme of this work. This paper aims to describe the experience of State High School literature teacher Abdias Nascimento, in Nova Iguaçu in the Baixada Fluminense, with regard to the teaching of african-Brazilian literature. This research will be supported in the african-Brazilian literature notions of Proenca (2004), for which the african-Brazilian literature attaches to black leadership and representation through their characters. For Fonseca (2006) the african-Brazilian literature is concerned with the black situation in society. Duarte (2006) states that this literature-conceptualizes from five elements: 1) the theme (the black as the main theme); 2) authorship (african-Brazilian author); 3) the view (a world perspective that identifies with the history, culture and problems of black Brazilians), 4); language (characterized by components of African discourse marked by new rhythms and senses) and finally, 5) readership (composed of African descent). Antonio Candido (1999) brings the notion of Brazilian literature started with Romanticism, which prints national identity to literature. In the previous production carried out in Brazil, the author calls the literary manifestations. According to Cavalleiro (2003) means by an anti-racist education one that takes into account the diversity of the student, and that takes into account seven elements: curriculum, teaching materials, teacher training, minimizing the racial problem, semantic universe, unequal distribution of affection and encouragement and denial of racial diversity in the composition of the school's professional team. For this study, we use qualitative methodology. The data gathering was done through semi-structured interviews and documentary analysis. We conclude that: (1) The african-Brazilian literature teaching should be thought from elements such as the role and black authorship, (2) teaching experience observed in the State College Abdias Nascimento reveals teachers' engagement in addressing the issue of literature african-Brazilian in their classes continuously throughout the school year. Teachers said they were pleased to work in an institution that has as philosophy the deal inclusion, particularly racial.