LEITURA LITERÁRIA COMO RECURSO PEDAGÓGICO NO PROCESSO DE ENSINO APRENDIZAGEM DE EDUCAÇÃO ANTIRRACISTA

Abstract

Literary reading plays a fundamental role in the teaching-learning process as a pedagogical tool for an anti-racist education, as it allows students to explore different literary genres, that is, short stories, chronicles, novels and narratives about racial themes. It is salutary that educators allow students to discuss racial matters that emerge from literary works and promote a critical dialogue in the formation of students. In view of this, the need for racial discussion spaces in the teaching-learning process is questioned by promoting the reading or re-reading of literary works that awaken in the school community the reflection, the difficulties, the achievements and battles faced by blacks in Brazil and in the World. The objective of this work is to present the activities developed at Colégio Jairo Alves Pereira, located in the municipality of Eunápolis-Ba, having as a premise the intervention project entitled “The Universe of Reading: artistic and literary perspectives. Among the activities carried out, we carried out a re-reading of Chico Buarque's work "Chapeuzinho Amarelo" in the form of theatrical staging. Therefore, we selected the authors to base the article: Cosson (2019), Munanga (2000), Van Dijk (2021), National Curricular Guidelines for the Education of Ethnic-Racial Relations and Laws 10.639/2003 and 11.645/ 2008, among others. Therefore, literary works are important instruments for racial and anti-racist discussions, as they contribute to the development of effective social pedagogical practices that seek to contradict racism. Finally, the results point to the construct of racial awareness in schools, the importance of the work of literary works that contextualize the anti-racist theme and used as tools of social struggle in the pedagogical processes of teaching.