COSTA, Antônia Patrícia de Sousa.
Résumé:
The objective of this study is to research and reflect on the importance of literary literacy in the school context of Youth and Adult Teaching (EJA – Elementary Level), aiming at building a book of literary activities about works of black female writers, as an attempt to use aspects of black female feminism in the literary text as a pedagogical resource for the developemnt of a critical reading, and insertion of gender issues in classes of 8th and 9th grades of Youth and Adults Education (EJA). We intend to providing opportunities for reading practices in the classroom with literary works by black female authors from Africa and Brazil, who deal with black female issues, denounce structural racism, question the supremacy of patriarchy, resist various types of violence and encourage other women to fight for social justice. The selected works are the short-story “The thing around your neck” (2009), by the Nigerian Chimamanda Ngozi Adichie; the cordel “Heroínas negras brasileiras: em 15 cordéis” (2020), by Jarid Arraes; the chronicle “A menina linda e outras crônicas” (2022), by Cidinha da Silva, and the diary Quarto de despejo: diário de uma favelada (1960), by Carolina Maria de Jesus. We selected these female writers because they are references in national and international levels of black representativity in the literary and social aspects and also because they deal with diferent and divesified literary genres and themes that are linked to the life experiences of many EJA students. These students lack some reading skills and came from vulnerable life conditions and seek in education the subversion of the social exclusions they face. Our intervention proposal is supported by studies on literacy processes, literacy, multiliteracies, literary literacy and the relevance of reading for building a more critical and humane society. Furthermore, we discuss issues related to Youth and Adult Education (EJA), such as the challenges this modality faces in promoting inclusive and transformative education. We also raise a debate about black feminism in literature, as a strategy of racial and gender valorization as it is a debt of study programs, but present in the students' daily lives. In view of the above, we developed a bibliographical research, based on the dialectical scientific method, aiming at gathering, exploring and discussing the main theories on literary teaching, in the context of public schools, from a dialogic and social perspective, in addition to seeking solutions to the issues present in the corpus. As a product of this study, we propose a book of reading activities with works from different literary genres in order to help teachers open the doors of the classroom with engaging reading strategies so that students use these genres as an instrument of human and literary appreciation, adding to the social context in which they are inserted. For such discussions, we count with the theoretical contributions of Soares (2021), Kleiman (1995), Cosson (2021), Cope e Kalantzis (2000), Mortatti (2006), Colomer (2007), Candido (1989), Freire (1983), Duarte (2003), Adichie (2009), Arraes (2020), Jesus (1960), Silva (2022), among others.
