For a teaching of literature from the perspective of ethnic-racial representations

Abstract

The literary literacy in the school would be related mainly to a process of appropriation of the texts in several levels, such as historical, poetic, aesthetic, theoretical, critical, humanizing, of experiencing otherness through reading. Thinking about this process of appropriation, this text discusses literary literacy linked to ethnic-racial representations. The purpose is to reflect about the importance of such literacy in a country such as Brazil, where blacks, for example, still suffer the disastrous consequences of a process of slavery, which currently transforms them into levels of violence and shameful deaths. Literature is not exempt from thinking about this process, and in Brazil there are fictionists who produce texts capable of provoking strong reflection in the classroom, through a literary literacy work. From the works Becos da memória, by Conceição Evaristo, and Um defeito de cor, by Ana Maria Gonçalves, we will reflect about the necessity and the possibility of a literary literacy linked to ethno-racial issues. Regarding literary literacy and the teaching of literature, we use the theoretical support of Roberto Belo (2016), Antonio Candido (2004), Rildo Cosson (2006), Mary Kato (1986), Magda Soares (2009). In relation to ethno-racial issues, we are based on Catharine Walsh (2004), Nilma Lino Gomes (2017) and Bell Hooks (1995, 2013 [1994]).