Literatura afro-brasileira: construções identitárias e ações afirmativas na educação básica

Abstract

This dissertation seeks to collaborate with the redefinition of the identity of black, addressing the question of the symbolism of the body and hair to build the identity of the black student through the reading the Afro-Brazilian literature books, A Bela Acordada, by Ligia dos Santos; Cabelo Ruim? A história de três meninas aprendendo a se aceitar, by Neusa Baptista pinto and O Mundo no Black Power de Tayo, by Kiusam de Oliveira, in classes of 8th grade and 9th grade, in a public school of the State of Paraiba. The study discussed the issues of realization of the Law 10.639/03, mandating the teaching of history and African-Brazilian culture and African, and it was examined whether students have access to literary texts with the presence of black characters. What actions can be considered in the affirmative Afro- Brazilian literature teaching in basic education? We started from the hypothesis that the school expand students' knowledge of the students, through meaningful activities with works of African-Brazilian Literature, enabling them to (re) learn the culture of African origin. The research method employed was the action research, in which we intend will understand, to explore, to describe and to intervene in the real context of the Afro-Brazilian literature education Our research was supported by authors that supported our research were: Munanga (2005), Fonseca (2006), Fanon (2008), Gomes (2006), Hall (2007), Amâncio (2008), Duarte (2008), Cuti (2010), Conceição (2010), Oliveira (2010), Cosson (2014), among others. The results pointed to the importance of the applicability of Law 10639/03 in the school context, this work promoted a change in posture, contributing to the identity of the black resignification.