A Literatura Infantil Brasileira na trajetória das escritas híbridas de história e ficção: ressignificações do passado na formação leitora decolonial do Ensino Fundamental - anos iniciais
| Ano de defesa: | 2024 |
|---|---|
| Autor(a) principal: |
Souza, Matilde Costa Fernandes de
 |
| Orientador(a): | |
| Banca de defesa: | , , , |
| Tipo de documento: | Tese |
| 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
|
| Departamento: |
Centro de Educação, Comunicação e Artes
|
| País: |
Brasil
|
| Palavras-chave em Português: | |
| Palavras-chave em Inglês: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | https://tede.unioeste.br/handle/tede/7698 |
Resumo: | This thesis, inserted in the research group “Reframing of the Past in America: reading processes, writing and translation of hybrid genres of history and fiction – paths to decolonization”, seek to establish the course of Children’s Literature in the trajectory of hybrid writings of history and Brazilian children’s and young adult fiction (Santos, 2023). We aim, from the Santos (2023) studies, to determine a possible panorama of Hybrid Literature of History and Children’s Fiction in Brazil, highlighting the potential of this art in the transformation of the decolonial literary reader in the Elementary School – early years, throughout the elaboration of a Thematic Literary Workshop (Zucki, 2015) to support the pedagogical teaching and to diversify reading practices in the classroom. In order to do this, we selected, as the corpus, the books As aventuras de Caramelo: O descobrimento do Brasil (2023), by Ulisses Trevisan Palhavan; Pedro, o Independente (1999), by Mariângela Bueno and Sonia Dreyfuss; Barriga e Minhoca, marinheiros de Cabral (2002), by Atilio Bari; Floriana e Zé Aníbal no Rio do “Bota- Abaixo”: na época da República (2005), by Maria José Silveira. These works are compared to each other, according to the narrative elements, discursive and ideological aspects, and, also, the History teaching material Crescer História (2017), by Hipólide and Gaspar, from 4th and 5th, which marks the history of Colonial Brazil, the Empire and the Republic. With these approaches, we specify the general characteristics of Brazilian Children's Literature, a hybrid of history and fiction, highlighting it as a fruitful way to broaden students' horizons, towards the decolonization of minds, identities and the Latin American imagination, which is still contaminated by the colonialist reminiscences of centuries of subjugation. In this sense we seek to bring the research studies of Santos (2023), Pedro (2024) and Sant’Ana (2024), which are focused on the relationship of hybrid narratives of Brazilian young adult history and fiction with the contemporary historical novel of mediation (Fleck, 2017). Among our hypotheses is the expectation that this art aimed at children - by leaving behind the moralism, civility and religiosity that characterized it at first - is also setting a course to decolonize minds, identities and the imaginary which, in addition to pleasure, fantasy, imagination and enjoyment in reading, also seeks decolonial critical revisionism of our past. Our research is based on the bibliographical field and the criteria for approaching theoretical, historical and fictional materials is qualitative. We rely on studies about Children's and Young People's Literature by Cademartori (2010); Coelho (2000, 2010) and Santos (2023). We also rely on Mendoza Fillola (1994), Carvalhal (2006) and Fleck (2017) in Comparative Studies. By establishing the diachronic and thematic path of Brazilian Children's Literature in the trajectory of hybrid narratives of history and children's fiction in Brazil - taking as a parameter the historical novel (Fleck, 2017) and the hybrid young adult production (Santos, 2023) - it is possible to understand how this literary production can lead the reader, already in elementary school, to reframe the past, thus contributing to the implementation of decolonial thinking. Our thesis thus becomes a way of improving the process of reading education, through the use of the Thematic Literary Workshops methodology and the decolonial potential of children's hybrid works inserted in this context of Teaching Literature and Reading in a transdisciplinary proposal of decolonial reading practices for Elementary School. |