O conto afro-brasileiro na sala de aula: uma proposta sob a perspectiva do letramento literário

Abstract

One of the most plausible ways to favor the development of the different identities of the students is to work with the literature, therefore, as methodological procedure, we propose a basic sequence with the development of workshops based on literary literacy, from the genre tale, specifically the African-Brazilian tales, with students from 9th grade of elementary school, at a school in the city of Pilões. The aim of this research is to promote the formation of the literary reader prioritizing the understanding and respect for the African-Brazilian ethnic identity. For that, we propose activities that promote the telling of narratives full of African-Brazilian characteristics in order to provide the literary literacy for the participants of this process and, therefore, contribute to the reflection of their identities from the texts studied. The research problem is: How the African-Brazilian tales can contribute to the construction of identities of the students? We base our research on the studies of the following authors: Bernd (1987, 1988), Munanga (2005), Cavalleiro (2005), Cosson (2009), Hall (2006), in ad ditionto these, we selected assumptions of many other authors. Meant to know to value is that it proposes the development of a practice of critical-social readings of African-Brazilian literary text, given the formative function of reading, leading to the students, specifically texts which center black people as subjects of their own histories, built over time and result of many struggles, giving the possibility for black and non-black students to build a positive image about the ethnic identity of the black people.