Itinerários interseccionais para o ensino de literatura: desafios e perspectivas decoloniais e transviadas na educação básica.

Abstract

This article proposes a critical approach to literature teaching in basic education, articulating debates on gender, sexuality, and race from an intersectional perspective (Collins; Bilge, 2020). Grounded in the works of authors such as Butler (2003, 2024), Bento (2017), Preciado (2019), and Street (1995), the study argues that literary pedagogy must not detach itself from discussions that traverse dissident bodies and subjectivities (Amorim et al, 2022; Dias, 2023; Santiago, 2024). Recognizing that schools often reproduce normative discourses that silence Black, queer, and non-normative childhoods, the article proposes pathways for an education that confronts such forms of oppression. The analysis of works such as Ovelha Colorida (Portella, 2019), Julián is a Mermaid (Love, 2018), and Amoras (Emicida, 2018) reveals how children’s literature can create space for the expression of difference and for experiences marginalized by the status quo. By making dissident and racialized childhoods visible, the proposal put forth seeks to deconstruct exclusionary logics, while valuing decolonial and queer literature. Thus, literature teaching becomes a field of political and affective dispute, capable of contributing to inclusive pedagogical practices that respect diversity and break with the reproduction of symbolic violence that marks childhood.