Dos amores que não ousam dizer o nome: proposta de roteiro de aula com Agreste (Malva-Rosa), de Newton Moreno.

Abstract

The drama Agreste (Malva-Rosa), by Newton Moreno (2004), portrays the relationship between Etevaldo and Maria, which reaches its dramatic turning point when Etevaldo dies, and the surrounding community associates him with ―being a woman‖ upon noticing the absence of male genitalia in his body, ultimately culminating in the incineration of the couple. The themes addressed in this work are generally not explored in school contexts, often influenced by an LGBTQIAPN+-phobic environment that disregards affective diversity. Thus, we understand the need to challenge this structure within the school setting, especially given the predominance of literary works that portray only love between cisgender individuals. Therefore, this study aims to present a lesson plan developed around Agreste (Malva-Rosa) in order to promote debates on love, gender, and sexual diversity, encouraging critical awareness and respect throughout the classes. Theoretically, the study is grounded in Cosson‘s contributions to literary literacy, as well as Oliveira, Silva, and Pinheiro, and Pascolati, regarding work with dramatic texts; Dalcastagnè, on contemporary literature; Sedgwick, concerning public and private sexuality; and other theoretical perspectives. In view of the above, we observe that this work enables the inclusion of a drama that problematizes the affective and sexual rigidity involved in the experience of love, staging a decolonial debate within the classroom.