O Projeto Leituraço: significados para a descolonização do currículo

• Ano de defesa: 2018
• Autor(a) principal: Silva, Luciene Ribeiro da
• Orientador(a): Silveira, Nadia Dumara Ruiz
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Currículo
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Projeto Leituraço; Cultura afro-brasileira - Estudo e ensino; Currículos - Mudança
• Palavras-chave em Inglês: Leituraço Project; Afro-Brazilian culture - Study and teaching; Curriculum change
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
• Link de acesso: https://tede2.pucsp.br/handle/handle/21859

The "Leituraço Project" was created for students in the municipal network have access to African culture through second literary reading written materials that are available in the press of the Municipality of São Paulo, available online.The project began on the Black Consciousness on November 20, 2014 and is designed as a change of strategy of the hegemonic curriculum, since the Law 10639/03 not decided on the inclusion of studies on culture and African history and African descent in the curricular matrix.This position resulted in a change of the bibliographic collection of the Reading Rooms which now includes a variety of books with stories containing black characters and other issues not covered in the classic books.This initiative reframes the concept of hidden curriculum, a project that tends to weave new ways of relating, which contribute to the formation of the identity of children, for self-positive identification and to build healthier relationships in the school environment as well as beyond the school walls. Given this context, this research aims to analyze the proposal and the impacts of Leituraço Project as implemented curricular strategy in a public school to expand the diversity in children's literature focused on the blackness of the representations and identify the participating teachers of insight this initiative. As methodological procedures will be used documentary analysis and field research with conducting interviews having as subjects’ teachers of a municipal public school involved in the Project. It can be affirmed that the project Reading is an example of school practice that provokes reflections that help to denaturalize the conditions of invisibility of the black population in the school curriculum