Formação do leitor literário no Ensino Fundamental II: lendo as narrativas Bruna e A galinha D'Angola e O Presente de Ossanha

Abstract

This dissertation deals with the insertion of Afro-Brazilian literature in the process of training the literary reader in Elementary School in the perspective of literary literacy. The objective is to develop reading skills of the literary text by recognizing the peculiarities intrinsic to this genre and enabling a new look of the children and adolescents readers about the history and culture of Africans and Afro-Brazilians - through respect for the elder, the word, oral tradition and knowledge of religion. As a result of an action research, the study is based on a methodology that establishes relationships between literature and society, in line with literature teaching, as proposed by Law 10.639 / 03. From the narratives Bruna and the duck from Angola, from Gercilga de Almeida and The present from Ossanha, from Joel Rufino dos Santos, we developed a proposal for a reading intervention, the methodology of which was based on 5 workshops, in which the aspects referring to reading, comprehension, interpretation and textual production from the Afro-Brazilian narratives studied with 7th grade students, Elementary School II, from a school in the state of Alagoa Grande-PB. The selection of these books was guided by the importance given to blacks and by the valorization of central aspects of African and Afro-Brazilian culture, such as memory and religiosity. It is understood that, based on the understanding of secular prejudices and stigmas about black history and culture, it is possible to re-educate ethno-racial relations in schools. Among the theoretical framework of support, the following stand out: Martins (2006), Solé (1998), Candido (1995), Barthes (1992), Compagnon (2009), Cosson (2014, 2018), Street (2014), Gomes 2010), Ferrarezi Jr e Carvalho (2017), Cavalleiro (1998, 2000, 2001 and 2005), Oliveira (2003, 2008, 2014) and Girotto e Souza (2010). student to discuss the narrative of the stories, thus contributing to the formation of more critical readers, within a bias of literary literacy, associating literary enjoyment and the exercise of citizenship by the perception of the relationship literature and reality.