Mornas eram as noites: leituras de contos de Dina Salústio em sala de aula

Abstract

This research addresses the impacts of the implementation and consolidation of the Law nº 10.639/2003 in schools, as well as it shows the results of an intervention carried out in the classroom with the book Mornas eram as noites, written by a Cape Verdian writer Dina Salústio (2019). This action research aims identify how students understand the short stories “Where is the truth?”, “A journey of longing”, “No age without truth”, “Christmas” and “They were all finalists”, written by this author. The research aims to promote the development of students’ skills related to the reading interpretation and comprehension, being developed with 9th grade elementary school students from a municipal public school in the city of Nísia Floresta-RN-Brazil. The interventional study focuses on an education that discusses diversity, democracy and anti-racism. The study examines, in addition to current legislation, the Base Nacional Comum Curricular (BNCC), the evolution of these topics over the years, the possibilities for change and aims to investigate how these subjects are being introduced into educational practices. The methodology is qualitative analysis and the theoretical approach is based on Basic Sequence (Cosson, 2012) and the Receptive Method (Bordini; Aguiar, 1993) which provide important guidelines for the student to improve their training as a reader and their subsequent autonomy of making choices and critical analysis due to the reception and expansion of their horizons of expectations. Theoretically, this study has as base of reflections Munanga (2012), Candido (2002), in order to expand the conceptions of Literature and teaching based on an intervention in the classroom investigating the reception of the reading of a literary text. This research created a space for the discussion of racial and gender issues and also aims to contribute to the deconstruction of stereotypes and prejudices. With this, it aims to promote an environment of dialogue and awareness. In this way, this study links itself with the principles of anti-racist education, especially in the context of elementary school, based on literary and social literacy.