Banca de DEFESA: THAISA RAPHAELA DE FREITAS REVOREDO CARDOSO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : THAISA RAPHAELA DE FREITAS REVOREDO CARDOSO
DATE: 31/10/2025
TIME: 10:00
LOCAL: Auditório B
TITLE:

LIVING NARRATIVES: ORAL TRADITION AND LITERARY LITERACY ON THE GROUND FLOOR OF A QUILOMBOLA SCHOOL

KEY WORDS:

Oral tradition. Narratives. Teaching. Identity. Quilombola.

PAGES: 193
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

Orality, developed naturally from an early age, is an important element in preserving cultural identity in quilombola communities, demonstrating its connection with literary literacy in the classroom. This study was based on the assumption that speech and oral culture are essential for the transmission of popular knowledge, values, beliefs, and narratives that span generations. Thus, to promote the formation of reflective readers, the research valued the cultural background of students, developing activities that integrated oral tradition into literature. Given this, the methodology used was ethnographic action research, carried out with 9th-grade students at the Professor José Tito Júnior Municipal School (CERU), located in the quilombola community of Coqueiros, in Ceará-Mirim. The rationale for this work was to highlight the cultural identity of this social group, preserving oral tradition, promoting literacy in a meaningful and contextualized way, contributing to student development—as reflective readers—and safeguarding their sociocultural identity. Thus, the overall objective was to contribute to the recognition and preservation of the black culture and oral tradition of this community, incorporating such practices into the development of literary literacy in order to reinforce cultural heritage and train critical readers. In order to achieve the proposed objectives of this work, the theoretical basis adopted was the concept of the reflective reader, according to Rouxel (2012), as well as the social function and relevance of literature, according to Cândido (2004), Jouve (2012), and Compagnon (2009), in addition to the reflections of Todorov (2010). With regard to culture, we base our work on Bosi (1987, 1992, 2002) and Certeau (2005). With regard to oral literature and its main characteristics, we refer to Cascudo (2006). In the field of oral poetry, we consider the contributions of Zumthor (1997) and Andrade (1971), and with regard to culture and oral tradition, we return to Zumthor (1993). From the perspective of identity, we use Castells (2018), while the perspective of African literature was analyzed based on Leite (2012). Finally, in the context of reading and literary literacy, we rely on Cosson (2022; 2023). In summary, the actions developed throughout the teaching sequences contributed significantly and provided a transformative experience for public school students, especially those from the Coqueiros quilombo community. More than just expanding their cultural repertoire, these activities promoted the recognition of oral tradition as intangible heritage. Whe believe that teaching-learning process enabled participants to perceive their place in the history and memory of the community, representing an opportunity for learning and reflection for the teacher as well, consolidating the importance of collective work aimed at preserving memory and cultural identity.

COMMITTEE MEMBERS:
Presidente - 1299003 - DERIVALDO DOS SANTOS
Interna - 1746024 - EDNA MARIA RANGEL DE SA
Externa ao Programa - 3396129 - GABRIELLA KELMER DE MENEZES SILVA - UFRNExterna à Instituição - MARIA APARECIDA DE ALMEIDA REGO - IFESP