Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
Lima, Michelle
 |
| Orientador(a): |
Santos, Jeane de Cássia Nascimento |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Sergipe
|
| Programa de Pós-Graduação: |
Pós-Graduação em Letras
|
| Departamento: |
Não Informado pela instituição
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
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| Link de acesso: |
https://ri.ufs.br/handle/riufs/5740
|
Resumo: |
The worry about African culture teaching as a strategy against racism in the Brazilian classrooms is indeed great, but also legitimately recent. The reason is that only in 2003, with the promulgation of the law 10.639, it has become an obligation to schools working ways of teaching African and Afro-Brazilian culture as an attempt to repair the manner in which black people has been treated in Brazil. Linked to the draft law 10.639/03, we developed an action research in a public school in order to provide students from high school's first year a contact with Angolan literature. The literary piece chosen was As Aventuras de Ngunga, Pepetela's work written in 1972 during the colonial war in Angola. Furthermore, we proposed a didactic sequence to rethink racism in Brazil. In this way, the research objective is to demonstrate the possibility of using African literature in high school classrooms as a way of fighting against racism. Through the achieved results, we found that awareness about the law 10.639/03 is almost absent in school, as well as discussions about racism and prejudice, literature and African culture are almost nonexistent in the schools routine. As an attempt of revert this reality, we wish for this work to motivate educators in all knowledge areas and mainly literature teachers to undo stereotypes and prejudices associated to Negro through the acknowledgement and appreciation of Africans and Afro-descendants history and culture. We used Cosson (2011) and (2014), Compagnon (1999), Eco (2003) and (2005), Bordini and Aguiar (1998) as theoretical input, to develop conceptions concerning literary reading and the reader's relevance. Kabenguele (2005), Gomes (2005), Cavalleiro (2003) for reflection about racism and the law 10,639/03 awareness in classrooms. Authors like Domingues (2007) and Gonçalves e Silva (2000) to speak for the Black Movement in Brazil. In addition to these authors, Chaves (2004) and Fonseca e Moreira (2007) to ponder on Angolan literature. |
