Literatura afro-brasileira e ressignificação da identidade negra no contexto escolar

Abstract

In this work, I carried out the study on the Portuguese language curriculum of the second segment of Elementary Education and evaluated the effective implementation of Law 10.639 / 2003 in the activities proposed from the documents. I realized that the introduction of Afro-Brazilian Literature in the suggested pedagogical practices is minimal, generally directed at specific events, projects, weeks and moments at school, not as a teaching routine. For this reason, I selected strategies that brought together texts, videos, images and music that dealt with this theme and inserted them in an intervention project that redefined the black identity to students in a ninth grade class. Supported by a theoretical foundation of authors who defend anti-racist practices in the school context such as Paulo Freire, Kabengele Munanga, Djamila Ribeiro, SílvioAlmeida, Edimilson de Almeida, Conceição Evaristo, Eduardo de Assis, Antônio Candido, among others, I developed the project aimed at listening to students and the impressions they had about racism, from where they are. To carry out this work, I used the action research methodology, based on the assumptions of Thiollent and Tripp, which gave me the possibility of continuing to modify the intervention path according to the needs and reactions of the students. As a consequence of the activities, I realized that the class was more attentive to the deconstruction of racism, not only at school and, at the same time, encouraged to build new knowledge on the topic.