As estórias que o menino ndalu conta na sala de aula: desvelando signos culturais de angola em os da minha rua.

Abstract

Based on the need to debate in the classroom about respect and ethnic and cultural diversity and, considering what Law 10.6391/03 determines, this research developed a literary experience in a class of the 9th grade of elementary school II at the Escola Estadual de Ensino Fundamental Nossa Senhora do Rosário, in the city of Campina Grande - PB. The experience had as the object of reading the piece Os da minha rua, by the Angolan writer Ondjaki, that enabled the development of a suggestion based on intercultural education. Using the intertwined relationship between memory and identity that leads to the perception of the Angolan national culture, this work with literature sought to answer the question: how the insertion of work with Angolan literary texts, as cultural products that relate to society, can contribute to the formation of the reader, leading him to perceive Literature as a space of confluence of cultural diversity through an aesthetic experience with the text? Thus, to answer this question, the general objective of the research was: to reflect upon the importance of correlating culture and identity in the classroom in an experience of literary reading carried out by elementary school students, with the piece Os da minha rua, by Ondjaki. Also, the specific objectives were: 1. To specify the issues related to the teaching of African Portuguese Literatures regarding their conceptual aspects and pedagogical limitations; 2. to develop a literary reading experience from the stories selected by the piece, emphasizing the aesthetic signs as cultural elements of significant relevance for the understanding of the interculturality present in the texts; 3. To evaluate the contributions of the methodological path in the establishment of a dialogue between cultures within the process of training the literary reader, based on the intervention performed. For the development of the study, indispensable (re) readings were considered in the bibliographic review stage: Candau (2011), Halbawchs (2003), and Ricoeur (2007) regard to the concepts of memory; Bonicci (2009), Bhabha (2013), Hall (2006), Said (2014), and Spivak (2014), in terms of the concepts of culture, identity and cultural studies, Cademartori (2009), Petit (2008), and Macedo (2008) regarding discussions upon Literature and reader education. The results of the experience carried out pointed to the possibility of working with literature focusing on the reader, the text, the author, and the context. Developing reading practices from the perspective of intercultural education, allows the literary reader, in training, to see and be sensitized with the life inside and outside of "their world".