“AINDA HÁ COR”: UMA PROPOSTA ARTÍSTICO-PEDAGÓGICA PARA A EMANCIPAÇÃO E CONSTRUÇÃO IDENTITÁRIA DE MULHERES IDOSAS

Abstract

Literary education is fundamental when it comes to language teaching, being essential for the insertion of students in literacy practices and the formation of readers-enjoyers, which, as stated in the Common Curricular Base (BNCC), it is the one that analyzes and interprets integrally the most diverse artistic and cultural manifestations. However, much of what is discussed in relation to literary education is aimed at children, young people and, to a lesser extent, adults, not including theoretical contributions, pedagogical manuals or curricular bases aimed at the elderly public. Although the National Policy for the Elderly provides that public bodies and entities are responsible for adapting curricula, methodologies and didactic material to educational programs for the elderly (BRASIL, 1994) and the Statute of the Elderly mentions, regarding education, that general and academic courses should offer content related to communication techniques, computing and other technological advances, for their integration into modern life (BRASIL, 2003), there are few materials that present methodologies aimed at the teaching of literature and the insertion of these individuals in literate practices. With this in mind, this work aims to present an artistic-pedagogical book, written and produced by me, with short stories focused on the theme of old age, and defend its use in an educational proposal, being directed to environments intended for the elderly — whether they are Experience Centers, Long-Term Care Institutions, community and social projects, Youth and Adult Education (EJA) classes and Universities open to the elderly — and for the female public, because they are greater in these spaces and, based on Carmen Delia Sánchez (2002), because old age has become feminized. Based on the ideas of Martins and Soares (2021), in their text For a decolonial teaching of literature, and Ochy Curiel (2020), in Building feminist methodologies from decolonial feminism, we will think about a teaching practice that includes and democratizes culture, presenting literature as a guiding thread for emancipation, subjective understanding of the self and identity formation of elderly women, encompassing their subjectivities and experiences as social beings. Finally, based on Meire Cachioni (2015), in her study Pedagogical Methodologies and Strategies used by Educators at an Open University for the Third Age, these proposals for teaching literature will be put in place and molded to the specificities of the elderly public, with the artistic-pedagogical material produced as the basis for its implementation, as it is designed to work on themes that encompass the subjectivity of these women/readers, generating identification through diversity and representativeness, with the aim of giving these elderly women access to liberating, emancipating and diverse literature.