Literatura negra e indígena no letramento literário: um estudo sobre a identidade leitora de alunos do ensino fundamental II

Abstract

This research presents an investigative study on the question of reader identity of students of the Elementary School II, through the application of a proposal for literary literacy involving black and indigenous literatures, conducted with students from the 7th year of the State School Segismundo Pereira in Uberlandia (MG). The main objective of this study was to investigate how (or if) the relevant issues to federal laws 10.639/03 and 11.645/08 were being worked on school literature classes analyzed, in order to provide students with the knowledge of identities and otherness that are black and indigenous peoples, through literary reading experience able to intervene in the ressignification of self-identity of the students involved in the research. For this, initially, we do a theoretical study on the black and indigenous historical representation in children’s and juvenile literature from the late nineteenth century to the present day, and the formation of identity through literature reading, besides being performed analysis of relevant official documents to teaching literature as a whole and particularly in relation to school researched, such as the National Curriculum Parameters (BRAZIL, 1998), the Political- Pedagogical Project and the textbook Portuguese adopted in the institution, considering the respect of these materials to ethnic-racial themes. After this step, a proposal for a pedagogical intervention using the methodology of literary literacy, scoped in reading African and indigenous stories, was developed in order to create conditions for the event of literary reading practices among students of primary and looking demystify some prejudgements of students in relation to the themes of Africa and the indigenous. Among the data collection methods were used questionnaires, oral group interviews and reflective reading daily, following the postulates of Rouxel (2012). The theoretical framework that supported the analysis and the intervention proposal was marked mainly in Cosson’s precepts (2012) on the literary literacy, in Munanga’s considerations (2005) on the racismo in school, in Candido’s essays (2011) on the literature and humanization, in Gregorin Filho’s studies (2007; 2011) on children’s and juvenile’s literature and also in the analysis of other authors on the ethnic-racial themes such as Graça Graúna (2013), Zilá Bernd (1988; 1992; 2011) and Janice Thiél (2013; 2014). After the analysis and intervention proposal, it was concluded that, even after more than a decade of enactment of Law 10.639/03 and seven years of the enactment of Law 11.645/08, there is still underrepresentation of blacks and indigenous in teaching materials and still perceive a stereotypical view of these groups at school and in the minds of students. This research aims to contribute to reflections aimed at revisit these concepts, offering support to professionals who want to develop ethno-racial issues in the classroom, trying to value the literature as a means of humanization can be in addition to a source of aesthetic pleasure, a path to awareness of the individual.