Leitura literária para o ensino fundamental II numa perspectiva afro-brasileira
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | https://ri.ufs.br/handle/riufs/6467 |
Resumo: | This Final Coursework Completion (FCC), entitled "Literary Reading for Elementary School in the african-Brazilian perspective", aims to collaborate with the pedagogical practice of literary text reading. This practice is a reading intervention proposal that consists of a basic sequence of activities (Cosson, 2014) that provides the discussion and appreciation of ethnic and racial issues in the classroom, through the reading of the novel Felicidade não tem cor, by Julio Emilio Braz. This narrative has as theme the anguish of a black boy who wants to be white, but in the end, assumes his identity. Therefore, we understand that becomes more and more relevant, in literature classes of basic education, provide readings that address such issues to reflect on the myth of racial democracy, because once we assume that we live in it,means to accept all attacks and constraints experienced by thousands of black men and women in Brazil. In this context, our work aims to assist the formation process of the critical reader, seeking to reflect, through the contact with the african-Brazilian literature, on a racism that is spread for centuries in our country. We have as the audience 7th graders students of a municipal school from Lagarto, state city of Sergipe. Our work is guided by the Law 10.639/03, as well as the contributions of Candido (2004) and Jouve (2012) on literature. Besides, we also support the discussion on the studies of Bordini and Aguiar (1988) Cosson (2014) and Silva (2009), regarding on literary reading. We will discuss, as well, also about the african-Brazilian literature from the perspective of Fonseca (2006) and Duarte (2008) and finally, we discuss the black identity and racism at school by the reflections of Munanga (2005) and (2012), Gomes (2005 ) and Bernd (1988), among others. |
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Silva, Isabel Carvalho daSantos, Jeane de Cássia Nascimentohttp://lattes.cnpq.br/69764060066520492017-09-27T19:44:48Z2017-09-27T19:44:48Z2016-11-25SILVA, Isabel Carvalho da. Leitura literária para o ensino fundamental II numa perspectiva afro-brasileira. 2016. 143 f. Dissertação (Mestrado Profissional em Letras) - Universidade Federal de Sergipe, Itabaiana, SE, 2016.https://ri.ufs.br/handle/riufs/6467This Final Coursework Completion (FCC), entitled "Literary Reading for Elementary School in the african-Brazilian perspective", aims to collaborate with the pedagogical practice of literary text reading. This practice is a reading intervention proposal that consists of a basic sequence of activities (Cosson, 2014) that provides the discussion and appreciation of ethnic and racial issues in the classroom, through the reading of the novel Felicidade não tem cor, by Julio Emilio Braz. This narrative has as theme the anguish of a black boy who wants to be white, but in the end, assumes his identity. Therefore, we understand that becomes more and more relevant, in literature classes of basic education, provide readings that address such issues to reflect on the myth of racial democracy, because once we assume that we live in it,means to accept all attacks and constraints experienced by thousands of black men and women in Brazil. In this context, our work aims to assist the formation process of the critical reader, seeking to reflect, through the contact with the african-Brazilian literature, on a racism that is spread for centuries in our country. We have as the audience 7th graders students of a municipal school from Lagarto, state city of Sergipe. Our work is guided by the Law 10.639/03, as well as the contributions of Candido (2004) and Jouve (2012) on literature. Besides, we also support the discussion on the studies of Bordini and Aguiar (1988) Cosson (2014) and Silva (2009), regarding on literary reading. We will discuss, as well, also about the african-Brazilian literature from the perspective of Fonseca (2006) and Duarte (2008) and finally, we discuss the black identity and racism at school by the reflections of Munanga (2005) and (2012), Gomes (2005 ) and Bernd (1988), among others.Este Trabalho de Conclusão Final (TCF), intitulado “Leitura literária para o Ensino Fundamental II numa perspectiva afro-brasileira”, almeja colaborar com a prática pedagógica de leitura do texto literário. Essa prática consiste numa proposta de intervenção de leitura composta por uma sequência básica de atividades (Cosson, 2014) que proporcione a discussão e valorização das questões étnico-raciais em sala de aula a partir do romance de Júlio Emílio Braz, Felicidade não tem cor. Essa narrativa traz como tema as angústias de um garoto negro que quer ser branco, mas que, ao final, assume sua identidade. Diante disso, entendemos que se torna cada vez mais relevante, nas aulas de literatura da Educação Básica, proporcionar leituras que abordem tais questões para refletirmos sobre o mito da democracia racial, uma vez que pensar que nela vivemos, é aceitar todos os ataques e constrangimentos vivenciados por milhares de negras e negros no Brasil. Nesse contexto, nosso trabalho se propõe a auxiliar o processo de formação do leitor crítico, buscando refletir, através do contato com a literatura afro-brasileira, sobre o racismo que se propaga por séculos em nosso país. Temos como público-alvo alunos do 7º ano Ensino Fundamental II de uma escola municipal de Lagarto, cidade do estado de Sergipe. Nosso trabalho está pautado na Lei 10.639/03, bem como nas contribuições de Candido (2004) e Jouve (2012) sobre literatura e ainda Bordini e Aguiar (1988), Cosson (2014) e Silva (2009) no que diz respeito às práticas de leitura literária. Discutiremos, também, a literatura afro-brasileira sob a perspectiva de Fonseca (2006) e Duarte (2008) e, por fim, abordaremos a identidade negra e o racismo na escola, mediante as reflexões de Munanga (2005) e (2012), Gomes (2005) e Bernd (1988), dentre outros.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfporUniversidade Federal de SergipePós-Graduação Profissional em LetrasUFSBrasilLei 10.639/03Leitura literáriaRelações raciaisLeitura (Estudo e ensino)Relações raciaisLiteratura afro-brasileiraLaw 10.639 / 03Literary readingAfro-Brazilian literatureRace relationsLINGUISTICA, LETRAS E ARTES::LETRASLeitura literária para o ensino fundamental II numa perspectiva afro-brasileirainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSORIGINALISABEL_CARVALHO_SILVA.pdfapplication/pdf3841045https://ri.ufs.br/jspui/bitstream/riufs/6467/1/ISABEL_CARVALHO_SILVA.pdf4b8efa8159ef40eb459659bf94d180e4MD51TEXTISABEL_CARVALHO_SILVA.pdf.txtISABEL_CARVALHO_SILVA.pdf.txtExtracted texttext/plain257587https://ri.ufs.br/jspui/bitstream/riufs/6467/2/ISABEL_CARVALHO_SILVA.pdf.txte00d05ef62e29a84d6c913fa7bd82bdcMD52THUMBNAILISABEL_CARVALHO_SILVA.pdf.jpgISABEL_CARVALHO_SILVA.pdf.jpgGenerated Thumbnailimage/jpeg1257https://ri.ufs.br/jspui/bitstream/riufs/6467/3/ISABEL_CARVALHO_SILVA.pdf.jpgfcf7fa0612c139eacd9bbc8ab74e66f0MD53riufs/64672018-09-13 21:00:27.146oai:ufs.br:riufs/6467Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2018-09-14T00:00:27Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.por.fl_str_mv |
Leitura literária para o ensino fundamental II numa perspectiva afro-brasileira |
title |
Leitura literária para o ensino fundamental II numa perspectiva afro-brasileira |
spellingShingle |
Leitura literária para o ensino fundamental II numa perspectiva afro-brasileira Silva, Isabel Carvalho da Lei 10.639/03 Leitura literária Relações raciais Leitura (Estudo e ensino) Relações raciais Literatura afro-brasileira Law 10.639 / 03 Literary reading Afro-Brazilian literature Race relations LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
Leitura literária para o ensino fundamental II numa perspectiva afro-brasileira |
title_full |
Leitura literária para o ensino fundamental II numa perspectiva afro-brasileira |
title_fullStr |
Leitura literária para o ensino fundamental II numa perspectiva afro-brasileira |
title_full_unstemmed |
Leitura literária para o ensino fundamental II numa perspectiva afro-brasileira |
title_sort |
Leitura literária para o ensino fundamental II numa perspectiva afro-brasileira |
author |
Silva, Isabel Carvalho da |
author_facet |
Silva, Isabel Carvalho da |
author_role |
author |
dc.contributor.author.fl_str_mv |
Silva, Isabel Carvalho da |
dc.contributor.advisor1.fl_str_mv |
Santos, Jeane de Cássia Nascimento |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6976406006652049 |
contributor_str_mv |
Santos, Jeane de Cássia Nascimento |
dc.subject.por.fl_str_mv |
Lei 10.639/03 Leitura literária Relações raciais Leitura (Estudo e ensino) Relações raciais Literatura afro-brasileira |
topic |
Lei 10.639/03 Leitura literária Relações raciais Leitura (Estudo e ensino) Relações raciais Literatura afro-brasileira Law 10.639 / 03 Literary reading Afro-Brazilian literature Race relations LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
Law 10.639 / 03 Literary reading Afro-Brazilian literature Race relations |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
This Final Coursework Completion (FCC), entitled "Literary Reading for Elementary School in the african-Brazilian perspective", aims to collaborate with the pedagogical practice of literary text reading. This practice is a reading intervention proposal that consists of a basic sequence of activities (Cosson, 2014) that provides the discussion and appreciation of ethnic and racial issues in the classroom, through the reading of the novel Felicidade não tem cor, by Julio Emilio Braz. This narrative has as theme the anguish of a black boy who wants to be white, but in the end, assumes his identity. Therefore, we understand that becomes more and more relevant, in literature classes of basic education, provide readings that address such issues to reflect on the myth of racial democracy, because once we assume that we live in it,means to accept all attacks and constraints experienced by thousands of black men and women in Brazil. In this context, our work aims to assist the formation process of the critical reader, seeking to reflect, through the contact with the african-Brazilian literature, on a racism that is spread for centuries in our country. We have as the audience 7th graders students of a municipal school from Lagarto, state city of Sergipe. Our work is guided by the Law 10.639/03, as well as the contributions of Candido (2004) and Jouve (2012) on literature. Besides, we also support the discussion on the studies of Bordini and Aguiar (1988) Cosson (2014) and Silva (2009), regarding on literary reading. We will discuss, as well, also about the african-Brazilian literature from the perspective of Fonseca (2006) and Duarte (2008) and finally, we discuss the black identity and racism at school by the reflections of Munanga (2005) and (2012), Gomes (2005 ) and Bernd (1988), among others. |
publishDate |
2016 |
dc.date.issued.fl_str_mv |
2016-11-25 |
dc.date.accessioned.fl_str_mv |
2017-09-27T19:44:48Z |
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2017-09-27T19:44:48Z |
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info:eu-repo/semantics/publishedVersion |
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SILVA, Isabel Carvalho da. Leitura literária para o ensino fundamental II numa perspectiva afro-brasileira. 2016. 143 f. Dissertação (Mestrado Profissional em Letras) - Universidade Federal de Sergipe, Itabaiana, SE, 2016. |
dc.identifier.uri.fl_str_mv |
https://ri.ufs.br/handle/riufs/6467 |
identifier_str_mv |
SILVA, Isabel Carvalho da. Leitura literária para o ensino fundamental II numa perspectiva afro-brasileira. 2016. 143 f. Dissertação (Mestrado Profissional em Letras) - Universidade Federal de Sergipe, Itabaiana, SE, 2016. |
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