Os griôs aportam na escola: por uma abordagem metodológica da literatura infantil negra nos anos iniciais do ensino fundamental
Studies black children literature mediation pedagogic process in the context of the reader formation and the ethnic-racial relations in the initial series of Primary School in a qualitative approach. Conceptualizes black children literature as a set of literary works produced for childhood that p...
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| Formato: | Dissertação |
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/21705 |
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| Resumo: | Studies black children literature mediation pedagogic process in the context of the reader
formation and the ethnic-racial relations in the initial series of Primary School in a
qualitative approach. Conceptualizes black children literature as a set of literary works
produced for childhood that presents as central theme aspects of the History and Cultures
of black people, in the Diaspora or in the African continent. The expression black
literature was systematized since the end of the 1970 by the Collection Cadernos Negros,
whose authors linked it directly to the historical fight of the Brazilian black movements
for freedom, equality and against racial discrimination. It is justified by the fact that, after
13 years of the promulgation of the Law 10.639/2003, that obliges the teaching of
History and Afro-Brazilian Culture in high and primary school, research pinpoint for the
low level of its implementation. In the teaching of Children’s Literature, the school takes
the risk of promoting the pupils’ first contact with distorted representations about
themselves and their ethnic-cultural legacy, contributing to a cultural alienation, that
sediment the domination of some ethnicities over others. Objectives to investigate
possible work with Black Children’s Literature for an affirmative construction of black’s
identity and the combat to racism in the primary school. It
is
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intervention in a 3d year class from a public state school of Natal-RN, Brazil. It included
a formation for the class teacher and the planning and conjunct implementation of 13
reading sessions of 6 books: Um safári na Tanzânia (KREBS, CAIRNS, 2007), O
presente de Ossanha (SANTOS, VENEZA, 2006), Kofi e o menino de fogo (LOPES,
MOREAU, 2008), Bruna e a galinha d'Angola (ALMEIDA, SARAIVA, 2011), As
panquecas de Mama Panya (CHAMBERLIN, CAIRNS, 2005) e Anansi, o velho sábio
(KALEKI, GÖTTING, 2007). For data collecting it were used audio and video register,
field journal and semi-structured interview. The corpus was composed of 17 subjects,
aged between 7 and 9 years. The results of the analyses point to a diversity of the
subjects’ response due to the complexity of the ethnic identity problem, immerse in
historic-social and psychological processes that actualize racism, which represents great
challenge to the mediators, that, on their turn, have in literature a promising field for
facing it, as this research indicates. |
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