Protagonismo negro na Literatura Brasileira: uma análise de práticas pedagógicas de estímulo à leitura literária através do Círculo de Leitura

Abstract

This research problematizes the traditional paradigms of teaching Brazilian Literature, the whiteness present in the literary canon, and the invisibility of black authors. In view of this, we analyzed the pedagogical practices of the teaching project “Black Protagonism in Brazilian Literature: a proposal to encourage literary reading through the Reading Circle”, developed with high school students from IFAL – Campus Maragogi. Based on a discussion about the social-identity and literary literacy paradigms and the effective teaching of Black Brazilian Literature, we sought to verify the contributions of this project. This is qualitative research, of an applied nature, in which we rely on the theoretical-methodological principles of action research. The participants' reports indicate an approach to reading works by black authors, in different literary genres; that allowed reflections around the intersectionality between race, gender and social inequality; and the role of Black Brazilian Literature in combating racism. When we analyze the relevance and reception of new approaches based on black protagonism for the teaching of Literature, we can affirm that these pedagogical practices point to paths for decolonization of the school curriculum. With this research, we defend the urgency of a review of teaching to value works of Black Brazilian Literature, with pedagogical practices that stimulate students' literary literacy.