Name: SONIA DALVA PEREIRA DA SILVA
Publication date: 26/08/2021
Advisor:
Name |
Role |
|---|---|
| DEBORA CRISTINA DE ARAUJO | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| CLEYDE RODRIGUES AMORIM | Internal Examiner * |
| DEBORA CRISTINA DE ARAUJO | Advisor * |
Summary: The research presented here focuses on teacher training and the work of mediating literary reading with thematic of African and Afro-Brazilian culture and actions carried out within the scope of LitERÊtura - Group of studies and research on ethnic-racial diversity, children s literature and other cultural products for the childhoods. From this perspective, the question that mobilized the research was: which practices of mediation of literary reading can contribute to the training of teachers on children and youth literature with thematic of African and Afro-Brazilian culture? The general objective was to propose, from training processes to teachers of basic education, theoretical and practical questions of mediation of literary reading with works involving themes of African and Afro-Brazilian culture. The specific objectives were: to develop a proposal for a training course entitled LitERÊler: training on children s and youth literature with the thematic of African and Afro- Brazilian culture and to analyze training courses carried out within the scope of LitERÊtura; carry out a survey of studies in the field of mediation of literary reading, teacher training and work with children s and youth literature with the thematic of African and Afro- Brazilian culture; elaborate an educational product describing the course proposal and indicating contents that contribute to the mediation activities of reading literary works with themes of African and Afro-Brazilian culture. To analyze the issues of children s and youth literature with thematic of African and Afro-Brazilian culture, racism and discrimination at school, we had as theoretical support Eliane Cavalleiro (2006), Eliane Debus (2006; 2017) and Débora Araujo (2010; 2015; 2017); in relation to support in children s and youth literature, literary education, reading mediation and literature schooling, the reference studies were by Magda Soares (2011), Regina Zilberman (2003), Nelly Novaes Coelho (2006) and Rildo Cosson (2019 ); to support the discussion on teacher education and description of the methodology, we used the contributions of Maurice Tardif (2014) and Antônio Carlos Gil (2011). For the analysis of empirical data, the methodology used was participant observation, which contributed to the analysis of the speeches and reflections of teachers registered in the spaces of virtual rooms (chats). The results indicated that the training of teachers on children s literature with thematic of African and Afro-Brazilian culture is a gap that is still not fulfilled in moments of continuing education. Both in the survey of studies and in the observation of the trainings and events witnessed, the fragility of the theme became clear. As a result, it is possible to see that the mediation of literary reading that seeks to contribute to the appreciation of the self-esteem of black children and that promotes anti-racist actions is not a common practice among mediators, and that there is a lack of intimacy and familiarity to dialogue with the theme. It is visible that the lack of training favors rejection and silence on the part of teachers to issues associated with the theme. On the other hand, the interest of the professors in deepening the theme and the desire to modify their practices of mediation of literary reading was evident. Therefore, it is expected that the educational product containing the description of the proposed course and reference indications will contribute to the strengthening of the work.
