As mulheres negras de um Nordeste em trânsito em "As mulheres de Tijucopapo": uma proposta pedagógica

Abstract

The present research is based on the premise that the literature can become more than a school subject inside classroom, going beyond a curricular obligation. It‘s understood that the literature should be worked aiming to demonstrate students that their life experiences are resized by the literature in several plans such as esthetical, political, social, affective, imaginary, once it opens the eyes of the learners to other worlds of the world. We come from the ethical premise that the school education should enable students seeing themselves as producer characters of culture and subjectivity from their gender, ethnicity, social class, and region demands. Or, in the words of Moita Lopes (2002, p. 77), ―the social function of the school is to develop the critical consciousness around the knowledge which is constructed in it about social identities, of race, gender and class, mediated by literacy practices that the teacher offers.‖ This research aims to understand the link between blackness, in special the black woman and diaspora in the novel The women of Tijucopapo, emphasizing a pedagogical propose. For that, this research went through the following stages: in chapter I, ―The women of Tijucopapo: the narrator‘s production of subjectivity‖ we sought identify how it occurred the relation among childhood, youth and the adulthood in the character Rísia, when she demonstrate to be a narrator who transgresses the inhospitable São Paulo searching for her memories that could only be found when she come back to her origins in Tijucopapo, In chapter II, entitled ―Articulation and fiction: experience, literature, classroom‖, we showed how it occurred the link between the work with the classroom, focusing on the real and fictitious northeastern transience, besides show black woman‘s emancipation as a resistance to the social moorings which guide her. In chapter III ―Treading the ways of the research in the classroom‖, we pointed which ways were sought in the searched environment, and what was the collaboration of the involved agents. In chapter IV ―Teaching sequence (ts): intervention practice in the classroom‖ we showed how the reading was developed and its stages, how it was the work experience involving the texts and the students in class. To reach our goals in class, the research comprised a relevant stage of workshops about reading and writing production in which we worked fragments of the novel and its several generic forms. Initially, we used a questionnaire with open and objective questions as instrument of data collection and then developed as final product, a teaching sequence that will be used as appointments and reflections, which aim support the teachers who would like to work with the perspective approached in the present work. Our research was supported by the theories of literary texts reception and the literature teaching methodology of the following authors: Iser (1996), Zilbermann (2007), Jauss (1979), Chartier (2007), Compagnon (2003) e Rouxel (2013); questions about identity and subjectivity production in Bauman (2005), Geertz (2008), Deleuze e Guattari (1997) and Pelbárt (2015) Stuart Hall (2003); therefore, we used the studies of Cuti (2010) about the Brazilian black cathegory beyond the official documents that guide the teacher making in national education, the National Curricular Parameters to the elementary school (1998) and the Bases and Guidelines law of National Education (1996). The result of this research show us that a good work with the literature contributes to the upbringing of a critical and proficient reader, able to assign sense to the literary reading and to the world. From that, we expect that our research can serve as motivating support to guide the pedagogical and methodological practices of the teachers who wish to develop a conscious work from the reading and study of the literary text, expecting the black protagonism in the classroom.