“O menino do Oboé e "Baobá": os letramentos literário e étnico-racial na sala de aula

Abstract

This study deals with research on a literary reading experience in the school environment, enabling reflections on the exercise of citizenship in terms of the recognition of ethnic-racial diversity. It aimed to promote literary reading from the perspective of literacy from the short story genre, emphasizing the reception of literary reading regarding issues of ancestry and Afro-Brazilian identity. The reading proposal was developed with 9th grade students from a public school in the city of Campina Grande-PB. The short stories selected as object of study, “O Menino do oboé” (2021) by Oswaldo de Camargo and “Baobá” (2021) by Eliana Alves Cruz, are literary works by black authors that promote a positive conception in their receptivity. Based on the assumptions of action research of an applied nature, we used the expanded sequence methodology (Cosson, 2018), associated with the reception method (Aguiar; Bordini, 1988) for the reader training process in relation to Critical Racial Literacy ( Ferreira, 2015). This study is based on the guidelines of the BNCC (2018), Law No. 10,639/03 (2003) and the National Curricular Guidelines for the Education of Ethnic-Racial Relations (2004) and is based on theoretical notes by Freire (1984), Candido (2011), Jauss (1994), Aguiar e Bordini (1988), Louis Althusser (1970), Coracini (2007), Stuart Hall (2003 and 2006), Zilá Bernd (1988; 2013), Oliveira (2014), Street ( 2013 and 2014), Zilberman (1986 and 1989), Paulino; Cosson (2009, 2018, 2019), Kleiman (2012), Bento (2022), Cuti (2010), Golfam (2004), Gomes (2003, 2005), Munanga (2005 and 2010), among other authors who collaborated in the discussions themes of this research. Based on the data collected and analyzes carried out in this research, we verified a broadening of the horizons of readers' expectations, offering the possibility of reflection on Brazilian ethnic-racial diversity