A pedagogia dos movimentos literários-culturais das periferias: quando a literatura transborda as letras e constrói novos caminhos em comunidade

Abstract

This research aims to investigate the pedagogical practices involved in the poetry slam movements, peripheral poetry readings and marginal-peripheral literature. These movements go beyond the literary aspect, as they are born, solidified and maintained through cultural networks, the daily lives of the peripheries, political mobilizations and existing community relations, and are identified as literary-cultural movements (NASCIMENTO, 2006). The term marginal-peripheral literature refers to an approach to literature that results from discussions around the terms marginal literature and peripheral literature. The marginal literature discussed here is referenced by the movement of writers from urban peripheries that emerged in the late 1990s/early 2000s and was characterized by portraying in the first person (both singular and plural) the lives and practices of members of the working classes and social problems (NASCIMENTO, 2006). The peripheral literature addressed by Sérgio Vaz highlights the figure of the artist-citizen to discuss the political aspect of this literature, which also creates its art in the service of society. Inspired by the narrative research paths of Kilomba (2019) and Reis (2023), I was attentive to the encounters in the investigative path, knowing that the narratives born from my trajectory are also constructed from knowledge shared by others and the narratives of others are also intertwined with mine. Conversation as a methodology (RIBEIRO; SOUZA; SAMPAIO, 2018) allowed the research path to be permeated by joint discoveries that emerged in the meetings of speeches, listening and reflections. The intertwining between marginal-peripheral literature and ethnic-racial relations was addressed based on the production of Cuti (2010) and the life trajectory and works of Carolina Maria de Jesus. Based on examples of projects, events and programs involving marginal-peripheral literature, pedagogical aspects that are already being developed in the context of the educational networks of Rio de Janeiro and São Paulo were identified. Finally, the struggles and achievements of peripheral literary-cultural movements proved to be important in the formulation of public policies aimed at these groups and reinforced their aspect of art committed to social transformation.