Conceição Evaristo na formação leitora da Educação de Jovens e Adultos (EJA)

Abstract

The purpose of this research is to produce a pedagogical notebook to help Portuguese language teachers in Youth and Adult Education (EJA)/Elementary School II in their quest to educate literary readers, based on the short story Aramides Florença, from Conceição Evaristo's book Insubmissas Lágrimas de Mulheres (2020 [2011]). This is an action research project because, based on a detected need - the scarcity of teaching material for teaching Afro-Brazilian literature - we sought an intervention, the creation of a pedagogical notebook. We believe that Conceição Evaristo's Afro-Brazilian literature will give rise to reflections and textual productions that will help in the reading education of EJA students. Through bibliographical references, we support the methodology in the critical fortune of authors, such as Conceição Evaristo herself and her work; Marisa Lajolo (2018), Márcia Abreu (2006) and Regina Zilberman (1991) discussing literature and reading education; Magda Soares (2009, 2020), Angela B. Kleiman (2005, 2008), Roxane Rojo and Eduardo Moura (2012) and Rildo Cosson (2014) to understand the terms literacy and literary literacy. Due to the literary genre chosen, it was necessary to deepen knowledge of the short story with Massaud Moisés (2006), Nádia Gotlib (2004), Julio Cortázar (2006) and Ricardo Piglia (2004). To establish a counterpoint, we delve into the orality of the African short story with the studies of Amadou Hampâté Bâ (2010) and Nazareth Soares Fonseca (2016), as well as a little about Animist Realism with the work of Silvio Ruiz Paradiso (2020). When dealing with Afro-Brazilian literature, we started by understanding what structural racism is with Sílvio Luiz de Almeida (2018), going through the voice of the subalterns with Gayatri Chakravorty Spivak (2010), black literature with Zilá Bernd (1988), and the concept of Afro-Brazilian literature with Eduardo de Assis Duarte (2014, 2020); without forgetting to talk about editorial quilombos, with Luiz Henrique Silva de Oliveira and Fabiane Cristine Rodrigues (2017, 2022). The research went through women's writing to show the artifices that women used to publish their texts and also relies on the critical fortune of authors such as Joaquim Dolz, Michèle Noverraz and Bernard Schneuwly (2004) on didactic sequences. These and other researchers cited in the references of this work support the making of the pedagogical notebook that can be found in the Appendix of this research.