Banca de DEFESA: SILVIA GOMES DE SANTANA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : SILVIA GOMES DE SANTANA
DATE: 26/04/2024
TIME: 13:30
LOCAL: Instituto de Letras - UFBA
TITLE:

Reading, Literacy and the Teaching of Literature in Rural Education.

KEY WORDS:

Literary reading. Literacy. Rural Education. Teaching. Identities.

PAGES: 163
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUBÁREA: Literatura Brasileira
SUMMARY:

The teaching of literary reading and literacy, in Rural Education, is discussed as a process that can become effective, if it occurs in dialogue with identities, memories, subjectivities, cultural modes and issues that cross peasant communities. The objective, in this way, is to propose strategies for teaching literary reading in interaction with the experiences of peasants and the situations that affect them; discuss conceptions of reading and literacy and their implications for pedagogical proposals for Rural Education; understand the field as a cultural and identity space that requires specific teaching and learning methods; problematize the curricular contents of literature teaching proposed by official documents, concerning Rural Education; highlight the need for specific initial and continued training for teachers who work in Rural Education, breaking with an urban-centric, racist and colonialist curriculum, which disregards the knowledge, identities and ways of life of rural communities. This is a bibliographic and autoethnographic research, in which the life, teaching and research trajectories followed by the author are also available for theoretical construction on how to teach literary reading in contexts of representative minorities, in this case, in especially, in Rural Education, given the potential of literary texts in fictionalizing the lives of these people, in a critical, political, inventive and subversive way. Creator of the theoretical operator “Escribevência”, Brazilian writer and researcher Conceição Evaristo (2020), focusing on the experience of black women, opens up ways to think about how literature can be an important instrument for fictionalizing the lives of minority groups, in the fight against coloniality, structural racism, among other issues that, historically, have crossed these people's experiences. From the author's perspective, endorsed in many other studies, black literature, for example, appears as a possibility of (re)writing the history of  subordinates — in a protagonistic, individual/collective narrative —, producing other subjectivities, subverting the stereotypes imposed by racism, sexism, patriarchy and coloniality. Literary reading and literacy, therefore,
can function as political and identity-affirming instruments in the lives of students in rural schools: “workers, peasants, women, black people, indigenous peoples, young people, homeless people... Historical collective subjects, moving, disturbing, resisting. On the move” (ARROYO, 2003, p.33). Part of this audience described by Arroyo (2003) took part in basic education classrooms in rural schools where the author works or worked, demonstrating that it is possible to fictionalize their experiences and communities, through literary reading, engaging in listening of their voices, affirming their identities, territories and territorialities in a political,
positive and affirmative way. It is hoped that this study will contribute to the reflections and teaching practices of literary reading and literacy, in Rural Education, but also in other contexts of representative minorities.

COMMITTEE MEMBERS:
Presidente - 1064696 - ALVANITA ALMEIDA SANTOS
Interna - 2658241 - ANA LIGIA LEITE E AGUIAR
Interna - 2527883 - ROSINES DE JESUS DUARTE
Externa à Instituição - CELI NELZA ZULKE TAFFAREL - UFAL
Externa à Instituição - JAILMA DOS SANTOS PEDREIRA MOREIRA - UNEB