LIMA, J. A. S.; http://lattes.cnpq.br/0489363567602388; LIMA, José Augusto Soares.
Abstract:
The approval of Law 10.639 / 03-MEC, makes it mandatory the teaching of history
and African-Brazilian and African culture in all public and private schools, from
elementary school through high school. The inclusion of Lusophone African
literatures in the classrooms of Brazil is the starting point for the involvement of
subjects in training in a context that should stimulate the notion of cultural diversity
(NÓBREGA, 2014). This research goes through the limits of postcolonial literary
studies linked to reflections on the teaching of Lusophone African literatures. From its
interventionist character, because it is an action research, we sought to the main
objective: To reflect on the approaches of Lusophone African Literatures in initial
training of graduate students in Arts UFCG, from Earth sle epwalker work of Mia
Couto, aiming to develop a methodological practice with Reading Circles (COSSON,
2014) that aims to expand the repertoire of readings in the improvement of teaching
knowledge. In this perspective, the approach of a Mozambican novel by the Reading
Circles methodology can provide the reader with an important aesthetic experience in
which subjective records were based on the construction of reading daily. The results
of this look about reality are categorized from subjective reading experiences
recorded in diaries (ROUXEL, 2014). From this perspective, it is relevant to consider
the teacher formation as a mediator before the confrontation between subjects in the
classroom. These reflections are based on the theories of HALL, 2013; 2014;
BONNICI, 2013; LEITE, 2013; BHABHA, 2013; SAID, 2011; FOUCAULT, 2014;
RIOS, 2007; among others.