Literatura afro-brasileira e protagonismo da beleza negra

Abstract

This paper aims to promote literary literacy in a class of 7th grade of elementary school of a school teaching the public, in compliance with Law no. 10.639 / 03, that determinate the teaching of History and Afro-Brazilian culture in all schools of the national territory. Especially for Afro-Brazilians, social inequalities are a daily reality, which is motivated by a segregated socio-cultural heritage, exalting Europeans and whites attributes as superior to those of African origin, particularly with regard to the identity value and the concept of beauty at its most evident or subtle aspects. Because the school is the environment where young people are prepared for citizenship, she has a duty to extensively discuss these issues, avoiding continue to be an area of conflict and reproduction of racial stereotypes, instead, making it a prime location to exchange experiences that open possibilities for discussion and positive interventions. The literature, from the literary literacy, contributes making possible the formation of conscious readers, critics and participants of reframing process of afro-Brazilian culture. Therefore, in order to appropriation and affirmation of a positive ethnic identity from tales of contemporary afro-Brazilian literature, the research initially applied to a class of 7th grade elementary school a semi-structured questionnaire with objective and subjective questions, in order to consider the degree of knowledge of students on the theme here studied, followed by the realization of didactic sequences with activities focused on the afro-Brazilian literature, seeking to promote the redefinition of identity and black beauty, by reading and discussion of selected works. The results point to the need for greater attention in schools in relation to this issue in order to get the African-Brazilian literature as a source that contributes to the rescue of history, culture and Brazilian ethnic and racial identity; better initial and continuing training of teachers to act as mediators of the ethnic-racial relations in class and collaborative search of all stakeholders to the effectiveness of the proposals and reframing of curriculum in order to comply with legislation and assist for the individual identity recognition of students and deconstruction of racist and discriminatory ethics in Brazil.