Contos africanos e afro-brasileiros nas aulas de língua portuguesa: a ampliação de competências leitoras sob uma perspectiva decolonial

• Ano de defesa: 2024
• Autor(a) principal: Monteiro, Vilma da Silva
• Orientador(a): Biazolli, Caroline Carnielli
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGE
• Palavras-chave em Português: Leitura; Letramento literário; Sequência didática; Contos africanos; Contos afro-brasileiros; Decolonialidade
• Palavras-chave em Inglês: Reading; Literary literacy; Didactic sequence; African tales; Afro-brazilian stories; Decoloniality
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/20751

The conception of liberating reading is present in many documents regarding educational public policies from Brazil. However, the current scenario has been presenting results that are still insufficient when it comes to the development of critical reading competences in students from the final years of Middle School. In this sense, this qualitative exploratory-descriptive research aims to answer the following question: To what extent does a didactic sequence focused on the reading of African and African-Brazilian short stories, under a decolonial perspective, favor and mobilize the development of reading, comprehension and critical competences of 9th grade students from a public school in São Paulo state? In order to carry out this research, the first step is the elaboration and application of a didactic sequence, which is the Technical-Technological Product created by this study, focused on the reaching of reading, in a decolonial perspective, through three short stories: “O sagrado pão dos filhos” (The sacred bread of sons), an African-Brazilian short story by Conceição Evaristo, “As mãos dos pretos” (“The hands of the Blacks”), a Mozambican short story by Bernardo Honwana, and “O Pequeno Príncipe Preto” (The Black Little Prince), an African-Brazilian short story by Rodrigo França. The theoretical framework chosen to discuss this proposal focuses on the conceptions of reading strategies teaching and literary literacy, essentially proposed by Solé (1998), Jouve (2002) and Cosson (2009). To create and apply the didactic sequence, the model by Dolz, Noverraz e Schneuwly (2004) was used; and, finally, to discuss the decolonial perspective, the ideas by Fanon (2008) and Queiroz (2020) are adopted. Data collection was carried out using online surveys, reading journals and observations from the teacher/researcher, such as records of the DS steps, analyzing them according to the proposal by Bardin (2006). The development of the research points to a promising result regarding the significant improvement in the critical reading of the students involved in this work, thus showing the need to deepen this field of investigation.