Das práticas de leitura ao letramento literário: uma sequência didática sobre a criança negra à luz do pós-­colonialismo para o 9º ano do ensino fundamental.

Abstract

The way teachers approach literary texts has been a practice inspired by thextbooks, since they constitute their main didatic material used in mother tongue classes. Such a teaching practice neglects a positive contact of students with Literature, as the tradition in the selection of texts repeat those proposed in teachers’ manuals show, since they portray black charactersas stereotypes, in a country like Brazil, where fifty percent of the population declares themselves as black or brunnette. For this reason, this dissertation, following PROFLETRAS Master’s Course Program rules, analyses strategies used as reading practices and presents a didatic sequence about black child based on a Post­Colonialist perspective, having the short story “Pai contra mãe” [Father against mother, translation ours], a Machado de Assistext,published in 1906, as the main one, aiming at literary literacy. In order to promote situations in which reading as well as oral and written activities are meaningful and productive in the teaching­learning process, the selected texts and the activities presented for an expanded didatic sequence, according to Cosson (2018) model are also built having Bonnici (2012) and Solé (1998) reading strategies as theoretical support, as well as Bordini & Aguiar (1988) methodologies. It is understood in this academic study that reading and writing practices become more consistente when the teacher is motivated to promote literary literacy in order to form a community of readers in the school context. Thus, the narrative presented as the main text of the didatic sequence is going to be followed by other texts that deal with oral, visual and verbal languages, since such a practice can contribute to fruition of students in the reading context and can foment their critical thinking, due to the discussions that will repurpose cultural perspectives and make students as readers more sensitive in the process of literacies, specially the liteary one, so that they can think about themselves (subjectivity) and the others (alterity).