Interseccionalidades: Kindred, de Octavia Butler, em sala de aula de inglês como língua adicional

Abstract

This study aims to analyze the importance of literary reading in High School English classes using media other than the traditional printed format and to propose didactic activities, whose methodology was based on bibliographic research. The research is situated at the intersection of Literary, Cultural, Gender Studies and English language teaching, focusing on the novel Kindred (1979) by American author Octavia Butler, and its transposition into the graphic novel format, adapted by artists Damian Duffy and John Jennings in 2017. Initially, I explore the guidelines for Human Rights education, specifically regarding education for all, focusing on Contemporary Transversal Themes. Secondly, I analyze Butler's narrative and the representation of black women in fiction, contextualizing the reading based on theoretical categories such as intersectionality, decoloniality, and critical literacy. Subsequently, I propose didactic activities for exploring these narratives in the classroom, focusing on anti-racist education, understanding that High School is the final stage of basic education. I emphasize that this phase of education is an important period to consolidate and deepen what has been learned throughout schooling, as well as to reflect on opinions, feelings, and emotions, allowing students to express them in a respectful and critical manner. In this sense, literature can be understood and used as a means to cultivate more conscious readers.