A representatividade negra na literatura infanto-juvenil: uma proposta de letramento literário no ensino fundamental

Abstract

Reading literary texts is a challenge present in the school reality, as students have shown tittle interest in the texts during Portuguese language classes. When it comes to reading works by black authors, the complexity gains greater breadth, considering the lack of awareness among students about the existence of these works. However, with the advent of Law 10.639/03, establishing the mandatory teaching of African and Afro-Brazilian history and culture in public and private elementary schools, the need for curricula proposals focused on education that addresses the ethnic-racial theme arises. Considering this issue, the objective of this research is to develop reading skills in literary texts, from a literacy perspective, through anti-racist children’s and youth literature a authored by black authors. The choice of the narrative genre was due to the relevance of reading the literacy text The Girl with Cotton Hair (2020), by Wynne Carvalho, that highlights aspects surrounding back representativity, ancestry, ethnic-racial identity self-knowledge, self-esteem, and affection. Within the precepts of action- research, this study presents an intervention proposal basead on the basic sequence methodology by Cosson(2021). The target audience will consist of 6h- grade students from a municipal public scool in Guarabira/PB. The reference is not only theoretical but also methodological, as it presents guidelines from scholars in the field; thus, the studies contribute to this research of Almeida (2019), Cosson (2021), Dalvi (2013), Freire (2005), Gancho (2002), Gomes (2003, 2008), Kleiman (1995), Soares (1998, 2004, 2010), Solé (1998), Tfouni (2006), Thiollent (1985), among others. The authors significantly contributed to the construction of the research, providing the development of a robust methodology, ensuring the collection of relevant data and results. The data collection was conducted systematically based on the questionnaires applied, one before and the other after the intervention. The analyzed data demonstrate that the proposal focusing on the reading of Afro- Brasilian children’s literary texts was significant, contributed to the development of literary literacy as well as to the discussions concerning issues related to ethnic-racial relations. It can also be affirmed that the students had the opportunity to reconsider the distorted and normalized discourse in the common vocabulary, ‘bad,hard hair’, disqualifying curly hair. As a final product, we present a didactic-pedagogical notebook with suggestions for possible reading and interpretation activities of literary narratives authored by black writers from the perspective of literary and critical literacy. l