A literatura no ambiente escolar: os nove pentes d’áfrica na integração de identidades

Abstract

This dissertation deals with the insertion of literature in the school environment in a pleasant way, allowing reflections, especially regarding ethnic-racial issues. The objective of the research was to promote students' literary literacy by reading works that addressed positive aspects of African and Afro-Brazilian cultures. The school is an important space for the construction of identities and can contribute to the deconstruction of negative images built for so many years in the collective imagination of people. And, depending on how the issue of diversity is dealt with at school, this institution can help children to value their culture, their body, the construction of their identity or, on the contrary, when there is a silence under this problem, it ends up favoring discrimination. Based on the perspective of literary literacy, this research was based on the expanded sequence proposal of Rildo Cosson (2016), through the reading, analysis and reflection of the work “Os nove pentes d’África”, by Cidinha da Silva, in an 8th grade class of elementary school, which is a state school located in the municipality of Solânea, in the state of Paraíba. In the choice of Cidinha da Silva's work, some aspects were observed, as the positive characterization of the characters, the representation of customs and traditions, the respect for ancestors, the environment in which they lived, the connections to Africa, the images present in the work, among other aspects that could provide contributions in the construction of the identity of black children and adolescents and in the combating discrimination in the school environment. We have based our work on studies such as Cavalcanti (2002), Cavalleiro (2001, 2005), Cosson (2016), Gomes (2001), Oliveira (2006), Munanga (2003), Cuti (2010), Santos (2003), Souza (2001), among others. The aim of this research was to contribute to the formation of a critical reader, seeking in the reading a way to deal with ethnic-racial issues from the construction and deconstruction of images through the literature. The proposal promotes greater reflection on ethnic-racial relations and, from that, contributed to a better understanding of identity of black and non-black children and adolescents, and a relationship of respect for diversity in all individuals that compose the school environment.