Relações de gênero e violência em contos de "Insubmissas lágrimas de mulheres", de Conceição Evaristo: representações e recepção em uma turma de segundo ano do Ensino Médio de uma escola estadual de Bom Jardim - PE

Abstract

Throughout history, women have been victims of the most diverse forms of violence. Therefore, at the end of the 20th century, laws and public policies that criminalize such violence were implemented. However, other actions are also necessary to change the cultural framework that engenders the logic that male domination is a natural fact and female submission is the destiny of all women. In this context, educational actions can play an important role in combating forms of violence and, therefore, in changing the behavior of people in our society who legitimize gender-based violence. In this way, considering that the literary text functions as a repository of diverse human experiences, gender violence is not foreign to literature. In this sense, starting from literature as a space for dialogue between readers and cultural values, we investigated the reception of this theme by high school students. For that, we used the reading of the short stories “Shirley Paixão”, “Aramides Florença”, “Natalina Soledad”, “Isaltina Campo Belo”, “Lia Gabriel” from the book "Insubmissas Lágrimas de Mulheres", by Conceição Evaristo, and “Pai, um cacete”, from the book "Ao Homem que eu quis ser", by Amiel Nassar Rivera, read by second grade high school students of a public school in the state of Pernambuco. We aimed to broaden the horizon of expectations of these students regarding the relationships and forms of gender-based violence in our society, especially violence against women. In the achievement of this objective, based on the Receptional Method, as proposed by Bordini and Aguiar (1988), on literary literacy, based on Cosson (2020), on the practice of cultural reading in the teaching of literature, according to Gomes (2015), was prepared a didactic sequence with methodological procedures aimed at approaching the aforementioned texts as well as the theme in question in order to contribute to the promotion of effective literary reading practices within the school and, at the same time, to the formation of citizens aware of the inequalities and gender-based violence that spread in our society. Our research proposal is based on the interpretivist paradigm and, from a methodological point of view, can be classified as exploratory of a bibliographic and documentary nature, but also as research-action based on the ethnography of education, considering that we act directly in reality of the school environment. Regarding data collection, the instruments used were: records of reading diaries and field observation, audio and video recordings of the teaching and learning process; application of questionnaires and production of materials by students. As a theoretical framework, regarding the studies of relations and gender violence, we adhere to the thoughts of Saffioti (2004), Zannello (2018, 2020), Louro (2003), Swain (2014), scholars of gender issues. With regard to the reflections on literary reading and reader development, we are based on Jauss (1994) and Zilberman especially (1989). With this research proposal, we believe we have contributed not only to the redefinition of the methodologies that guide the teaching of literature and reader training in our schools, but also to the promotion of debate on the topic in question, and may have created conditions that could change the hegemonic structures of power from which such violence emanates.