Literatura africana para crianças pelos caminhos da intercompreensão de línguas românicas.

Abstract

In the academic and school-based community, mainly in terms of Modern Languages, there is always a discussion about the necessity of forming citizens with a multilingual and multicultural vision nowadays. Besides that, one discussion that concomitant follows this one is the necessity to form aware readers with a broad vision about the world that surrounds them. From this perspective, there is no way on how to disregard the literature phenomenon in terms of ML teaching; since the literary text can contribute a lot with the ML teaching, especially concerning the students’ cultural vision expansion and their reading background. With this in mind, the methodology known as the Inner comprehension of the Romanic tongues (IRT or IC) is identified as a private space to foster an education that incites the reflection associated with sensitization and citizenship education. In this matter, this research’s general objective is established to analyze the children's literary texts from African origin in the perspective of the inner comprehension of the Romanic tongues, in such a way as contributing to the children’s reading and citizenship formation. Specifically, our objectives are: reflecting about IC’s proposals and challenges insofar as a (recent) methodology on a dialogue with a literary text for ML teaching during childhood; investigating likely paths to lead the African literature to the children through a multilingual and multicultural approach; and finally identifying elements that point out to the literary text and IC contribution in the process of the reading formation, as well as its importance to a child’s full formation per LDB (1996). To accomplish those aforesaid objectives and to answer the question that guides this research, namely to what extent the reading of literary texts from the African literature through the IC path can be an important experience and contribute to the full, multilingual, and multicultural formation of the young learners? Analyzing our corpus in the light of studies previously carried out on IC, visiting researchers in the field such as Capucho (2010), Lima (2015) and Alas-Martins (2014); aside from the reflections concerning the ML teaching since childhood and from a sui generis perspective through the literature paths, based on thoughts of authors such as Vanthier (2009), Souza (2004) and Zilberman (2003); and still reflections regarding the African representations by Brazilian people and on the African literature and culture through researchers such as Alves and Timbane (2016), Madanêlo (2010) and Oliva (2009). The Corpus of this analysis are constituted of questionnaires that were directed towards children who were members of an experience in which the IC methodology was applied alongside the reading of the literary text as well as the teachers and parents. Moreover, field notes backed from class observation were used, not only the proposed activities as of literature readings directed towards the children. Therefore, through this study, the literary text and IC junction can be noticed for providing the children learning apart from linguistic, contributing to their full formation, awaking an interest for the reading, and expanding their knowledge about the African continent.