Decolonizando o ensino de literatura na escola: adoção de práticas de letramento racial crítico a partir de contos de autoras negras brasileiras

Abstract

Problematizing education, in Freire's understanding, is revolutionary, and because we believe in this, this work presents a decolonial proposal, that is, an epistemological option that seeks to recognize, respect and value diverse knowledge, peoples and cultures and their respective literatures, against the essentialist ideas and universal standards, pillars of neoliberalism. Since literature is an instrument for constructing the social imaginary, the reading of black Brazilian authors by students at school contributes to humanizing bodies, building concrete subjectivities and promoting socio-cognitive development. This Profletras dissertation aims to reflect on the decolonization of literature teaching at school, adopting critical racial literacy practices through the narratives of black Brazilian authors. To this end, we adopted action research, of a qualitative nature, as a methodological approach in a 9th grade class at a school located on the north coast of Alagoas. As methodological procedures, we applied initial and final survey questionnaires, developed activities to encourage the practice of literary reading, such as reading circles, with emphasis on the game “Decolonize yourself!”, records were made of the reading experiences of the participating subjects, diary researcher's reflection and photographic records of classroom activities. The interventional pedagogical practice was based on a basic sequence of literary reading along the lines of Cosson (2014), using the method of critical racial literacy, by Aparecida Ferreira (2015), based on critical racial theory, by Ladson-Billings and Tate (1998), also having as theoretical basis Santos (2022), Freire (2005), Gomes (2017) among other decolonial authors. This research experience with 9th grade students resulted in reflection on the necessary inclusion of literary texts by black authors on the “school floor”, from the perspective of deconstructing stereotypes constructed by Western canons and/or Brazilian classics , in order to build imaginaries of resistance, given that black female literary reading is still not widespread in schools, but is shown to be a powerful instrument for deconstructing essentialist knowledge that feeds racism and its various dimensions. Such study by students will combat the delegitimization of Afro-Brazilian art, culture and literature.