Leitura de contos de Paulina Chizianeem em sala de aula: uma experiência no ensino médio.

Abstract

Over the past four decades, many public policies of inclusion changed the Brazilian educational system, for example, the Federal Law nº 10. 639 that modified the Law of Directives and Bases for National Education LDB, ai ming to establish a compulsory study of History, Afro Brazilian Culture and African Culture, implementing them in the elemental schools’ Curriculum. It is important to introduce in Brazilian classrooms the African literature of Portuguese expression, to st imulate the notion of cultural diversity in the subjects in formation (NÓBREGA, 2014). This research dwells in the borderlines of the post colonialliterary studies, tied to reflections related to teaching Lusophone African literature. Henceforth from its intervening feature, due for being a Research action, its main objective is: to investigate the reception of the women’s condition in the African literature from Portuguese language, by 3 rd year high school students from the Escola Estadual do Ensino Fundamental e Médio Dom Adauto, located in Juarez Távora PB, having as subject of study the tales “As cicatrizes do amor” (1994) and “Mutola” (2013), by Paulina Chiziane. The specific objectives are: 1) To analyze the cultural and ideological marks that charact erize the feminine voices in Paulina Chiziane’s tales; 2) To reflect on the formation of readers from the reading of the mentioned tales; 3) To investigate the space given to Literature teaching and African culture in classroom. The reading strategies defe nded by Solé (1998), before, during, and after the reading, guided by the adopted methodology in this research. For it, this research bases on the studies of Dalvi, Rezende and Jover Faleiros (2013), Zilberman (2003), Todorov (2010), Colomer (2007), Ferrei ra (1987; 1989), Afanso (2004), Chabal (1994), the Federal Law nº 10.639/03, Decree nº 4.886, Nobrega (2014), Hernandez (1987), Serrano (2010), Bonnici (2009), Robert (2010), Bhabha (2013), among others. During the experiment, it was noticed that the appro ach of a Mozambican tale developed through the chosen methodological bias was able to provide to the reader a relevant aesthetic experience favorable to rupture the stereotyped perception over the black woman’s image, often seen confined in silence.