Literatura afro-brasileira na sala de aula: uma proposta com "Amanhecer Esmeralda", de Ferréz, no sétimo ano do ensino fundamental

Abstract

The main objective of this paper is to promote a debate about the teaching of Afro-Brazilian literature in basic education, based on literary literacy in dialogue with racial literacy. In this sense, Afro-Brazilian literature, as an instrument of literary literacy, is presented here as an important pedagogical tool for the construction of critical thinking and ethnic-racial identity in students, with a view to combating structural racism, as well as meeting the requirements of law 10.639/03. Thus, we proposed to develop a proposal for mediating the short story “Amanhecer Esmeralda” by the writer Ferréz, aimed at seventh-grade elementary school students. Through this proposal, we intend to encourage students to critically read the work of an author who is highly representative of the literature in question, in order to stimulate a type of racial literacy that recognizes Brazilian cultural and racial diversity, in addition to fostering an anti-racist and inclusive pedagogical practice in the school environment. Regarding the methodology, we will be guided by the basic sequence proposed by Rildo Cosson (2014). In addition, in terms of theoretical foundation, we will be guided by authors such as Antonio Candido (2004), Daniela Segabinazi (2015), Maria do Rosário Mortati (2014), Nilma Lino Gomes (2003; 2012), Tzvetan Todorov (2009), among others.