Leitura e formação do leitor: a recepção da Literatura Afro-brasileira no Ensino Fundamental

• Ano de defesa: 2015
• Autor(a) principal: Seabra, Adrina de Oliveira Chagas
• Orientador(a): Costa, Maria Suely da
• Banca de defesa: Silva, Rosângela Neres Araújo da , Santos, Cássia de Fátima Matos dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Letras em rede nacional - PLETRAS
• Departamento: Centro de Humanidades - CH; Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: BR
• Palavras-chave em Português: Leitura; Literatura Afro-brasileira; Ensino Fundamental
• Palavras-chave em Inglês: Elementary School; Reading; African-Brazilian literature
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/75156

The literary text, besides providing esthetic pleasure, tends to provoke reflections able to evoke behavioral changes and assist in the formation of values. Based on this, this research observes, analyzes and discusses the literature space in the Portuguese language class and the formation of the literature reader. It also proposes, through intervention in this space, the inclusion of African-Brazilian literature from stories that highlight the issue of representation of black ethnicity, generating reflections and debates on pre-established concepts about the role of a black person in our society and enabling the formation of the reader through reading experience of the literature text. This work is justified by the fact that it is noticed certain regard what concerns the presence of African-Brazilian literature in most textbooks intended for this stage of education and by the fact that there are still very timid initiatives by the Portuguese teacher according the Law 10.639/03, that mandates the teaching of African and African-Brazilian history and culture in basic education institutions. Thus, from the theoretical orientations of Candido (1972, 1995), Jauss (1979, 1994), Bordini and Aguiar (1993), Cosson (2008), National Curriculum Guidelines for the Education of Ethnic-Racial Relations and African-Brazilian and African Education of History and Culture (2005), among other theoretical frameworks, it is discussed an educational proposal developed in a class of 9th grade of elementary education in a public school located in the city of Campina Grande / PB, as the study object the tales of African-Brazilian literature. The interest is to promote the practice of literary text reading focusing the identity issues of the black race, with a view to a humanizing function of literature and its ability to provide the reader recognition of himself/herself and the other through art, enabling him/her to review his/her attitudes and build values such as respect for diversity and appreciation of his/her own identity.