Banca de QUALIFICAÇÃO: DEUSELENE RODRIGUES DE SOUSA

MORNAS ERAM AS NOITES: READING STORIES BY DINA SALÚSTIO IN THE CLASSROOM

Cape Verdean literature. Law 10.639/2003. Inclusion. Anti-racist education. Dina Salústio.

This rummage addresses the impacts of the implementation and consolidation of Law 10.639/03 at brazilian schools, as well as presenting the results of an intervention accomplished in the classroom about Cape Verdean writer, Dina Salústio’s work. The interventional research aimed to analyze some short stories by the aforementioned author and followed Cosson's (2014) basic sequence model. It was developed and achieved with students in the 9th year of Elementary School at a public school in Nísia Floresta – RN. The proposed intervention allows us to incorporate literature rich in emotions and awareness about the black women’s experiences into the classroom. The intervention supports to an education that discusses diversity, democracy and anti-racism. In addition to the current legislation, we explored the National Common Curricular Base (NCCB), the evolution of this topic over the years, the possibilities for switch and how these issues are being introduced into educational practices. The methodology applied in this work is qualitative analysis and will have analysis references, in addition to Cosson's SB, the Reception Method (BORDINI; AGUIAR, 1988), which provide the student as an essential guidance to improve their reading skills and their subsequent autonomy of choice and critical analysis through reception. Theoretically, we work our thoughts on Munanga (2020), Candido (1995), Todorov (2007), Jauss (1994), Lajolo (1994, 2011 and 2018), and others, in order to expand the conceptions of Literature and teaching from research as an intervention in the classroom, and the reception of reading the literary text. Even still for reviews that analyze the narratives of African Literatures and issues also focused on teaching, we persuade as research guide by Fanon (2008), Dias (2005), Costa (2010), Escanfella (2007), Bejamin (2006), Cavalleiro (2001), Praxedes and Praxedes (2014) and Chaves’s (2009). This survey significantly confirms the progress of Anti-Racist Education, particurlaly in the elementary school context.