Banca de QUALIFICAÇÃO: KETILLY DE FREITAS NOBRE DANTAS SILVA

THE SOUNDING OF OPPRESSED VOICES IN THE CLASSROOM: READINGS OF UM DEFEITO DE COR

Black literature. Canon. Teaching. Identity Black people.

In school environments, it is clear the frequent exclusion of reading non-canonical works, especially those that bring up social issues, since they are not part of the “standards” that ratify the canonical statute of a work.  Narratives about black people and their trajectory in Brazil commonly take place through a dominant view among the canons of literature.  In contrast, this research makes a reading of the contemporary work Um Defecto de Cor, by Ana Maria Gonçalves, which proposes a reconstruction of history by presenting it from a peripheral view, making use of metafiction in its narrative.  In the present analysis and intervention in the high school classroom, the work Um Defeito de Cor, by Ana Maria Gonçalves, was selected with the purpose of discussing its contribution not only in the construction of the subject's identity, but in the reflection on social issues, and contexts that surround this construction inside and outside the school.  Therefore, the theoretical framework that is part of this research is formed by reflections by Dalcastagnè (2012), Kothe (1997), Schollhammer (2011), Hutcheon (1991), Cosson (2006) and Zilberman (2012), in addition to official documents, PCN (2000), BNCC (2017) and others theorists, articles, dissertations and theses in the field of literature and teaching.  In addition, a field research was carried out in two spaces: in formal and digital education, with the purpose of examining the behavior of the postmodern subject in different spaces, understanding how they position themselves on the issues of blackness, showing, mainly, the relation between the non-canonical work and the formation of this subject's identity.