Leitura e literatura: uma proposta de combate ao racismo para os sextos anos do Ensino Fundamental

• Ano de defesa: 2018
• Autor(a) principal: Macarini, Luciana Aparecida Bravim
• Orientador(a): Oliveira, Valdeci Batista de Melo
• Banca de defesa: Oliveira, Valdeci Batista de Melo , Santos, Jefferson Fernando Voss dos , Schröder, Luciane Thomé , Coqueiro, Wilma dos Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Cascavel
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras - Mestrado Profissional
• Departamento: Centro de Ciências Humanas
• País: Brasil
• Palavras-chave em Português: Ensino de literatura; Leitura; Racismo; Ensino Fundamental (anos finais)
• Palavras-chave em Inglês: Literature teaching; Reading; Racism; Elementary School (final years)
• Área do conhecimento CNPq: CIENCIAS HUMANAS
• Link de acesso: http://tede.unioeste.br/handle/tede/4069

This research aims to develop and analyze reading practices that seek to respond to legal determinations established by the implementation of Law 10.639/03. In this sense, not only does it offer a proposal of didactic activities planning in order to respond to those determinations, but it also reflects on the role of racism in the Brazilian society and its consequences for the construction of positive racial identities. This is a bibliographical research combined with a practical proposal of activities in the classroom. In its technical procedures, reference is made to Action Research, with a qualitative approach. The theoretical approach is focused on the conception of language as a social practice, supported by Bakhtin (1997/2003/2010) and the humanizing literature (CANDIDO, 1995). The reading strategies, from the Receptive Method, proposed by Aguiar and Bordini (1993), are based on the Reception Aesthetics, according to Jauss (1994). Standardized techniques of data collection are also used: documentary analysis of activities of textual production – experience report and critical-reflexive comments – according to the Didactic Unit produced for that purpose. With this proposal, we expect to encourage the debate about racism in the classroom and motivate Portuguese Language and Literature teachers – possible readers of this dissertation – to experience such a pedagogical approach to the implementation of Law 10.639/03, thereby expanding this research topic in other biases.