Sobre o ensino das literaturas africanas lusófonas na formação inicial docente: uma estratégia com os círculos de leitura a partir de Terra sonâmbula, de Mia Couto.

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.