Leia como uma feminista: lendo mulheres negras na formação de professores de literatura.

Abstract

Based on the reflection upon the place of pain and pleasure in the classroom environment (hooks, 2017), this works aims to discuss the importance of feminine authorship literature as a literary reading objective in teacher training courses. We considered the methodological points about reading literature in the classroom presented by Pinheiro (2007). Reading texts written by women in Letters courses has been revealed as an important political strategy since; besides increasing the horizon of expectations formed by the traditional literature history, it is effective by providing a change of teaching model, from the educational training considering gender. We also used the reflections by the feminist literary criticism (Funck, 2016) to discuss through some poems, how this engagement brings positive aspects for teaching literature. We defend that reading more texts written by women in the classroom is not enough, it is necessary to adopt an ethical commitment with feminism and a freeing education.