Banca de DEFESA: KETILLY DE FREITAS NOBRE DANTAS SILVA

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

Black literature.  Historiographic metafiction. Canon. Teaching. Identity Black people.

In school environments, the frequent exclusion of readings of non-canonical works is visible, especially those that approach issues of minorities, since they are not part of the aesthetic “standards” that ratify the canonical status 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 counterpoint, this research makes a reading of the contemporary work Um defeito de cor, by Ana Maria Gonçalves, which proposes a reconstruction of history by presenting it from a peripheral vision, making use of historiographical metafiction in its narrative. In the present analysis and intervention in the High School classroom, the work of 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 the social and contextual issues that surround this construction inside and outside the school. Therefore, the theoretical framework that composes this research is formed by the reflections of Dalcastagnè (2012), Kothe (1997), Schollhammer (2011), Hutcheon (1991), Cosson (2006) and Zilberman (2012), in addition to other theorists, articles, dissertations and theses in the field of literature and teaching. In addition to the bibliographical research, a field research was carried out that took place in two spaces: in formal education and in digital, with the purpose of examining the behavior of the postmodern subject in different spaces, understanding how they position themselves on issues of blackness, mainly showing the relation between the non-canonical work and the formation of this subject's identity.