masterThesis
Educação e literatura infantil: a recepção docente à leitura de contos de fadas africanos
Fecha
2022-02-23Registro en:
FERNANDES, Raquel Duarte. Educação e literatura infantil: a recepção docente à leitura de contos de fadas africanos. 2022. 159f. Dissertação (Mestrado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2022.
Autor
Fernandes, Raquel Duarte
Resumen
The Master’s Thesis “Children’s Education and Literature: the teacher’s reception to African
fairy tales reading” investigates the reception of the initial years teachers to these tales within
the public school system of the city of Natal, RN. This work aims, especially, to know the
horizon of the teachers' expectations of this literary genre; to identify if the action of reading
these ancestral African tales provides the de-automatization of the teachers' view regarding the
fairy tales from the European continent; to analyze the process of the teachers' aesthetic
identification with the tales worked in the classroom. African fairy tales are understood as
magical narratives, full of symbologies that, with or without the presence of fairies, comprise
several characteristic aspects of the genre, but, above all, extol African cultural elements,
allowing the appreciation of the history of these people. The presence of these tales in schools
is defended as a reinforcement of anti-racist education. Therefore, it is necessary that teachers
learn this literature and know how to deal with new situations arising from the implementation
of the Law nº 11.645/2008, which establishes the inclusion in the official curriculum of the
school system of the mandatory theme of Afro-Brazilian and Indigenous History and Culture.
As a theoretical reference for the study, the works of Bettelheim (2007), Amarilha (1997), and
Coelho (2012) were used to reflect on fairy tales and their characteristics; Sisto (2012), Debus
(2013), and Padilha (2007) in order to discuss African fairy tales; Martins and Cosson (2008)
and Burlamaque (2006), in order to reflect on teacher education and literature; Jauss (1979) and
Zilberman (2008), in order to discuss the aesthetics of reception. This research has a qualitative
approach, with formative intervention procedures, and it was carried out in the format of remote
teaching. This study consisted of the following stages: initial interview, reading sessions, and
final interview. The corpus of this research comprises the following works: “O jovem caçador
e a velha dentuça” (2016), by Lucílio Manjate and illustrations by Bruna Mancuso; the tale
“Marama e o rio dos crocodilos” (1992), without authorship; “A noiva da caveira” (2018), by
Elphinstone Dayrell and illustrations by Marina Ávila; the tale “As pérolas de Cadija” (2005),
by Joel Rufino dos Santos and illustrations by Claudia Scatacchia; “Kalinda, a princesa que
perdeu os cabelos” (2016), authorship and illustrations by Celso Sisto. Five teachers, who work
in elementary school, participated in the research. The reading sessions were systematized
according to the scaffolding reading experience (GRAVES; GRAVES, 1995) and carried out
via Google Meet. For data collection, recordings of the interviews and sessions were used. The
results of the study demonstrate that the teachers had limited knowledge on African fairy tales,
in a way that their participation in the research led to the expansion of their horizons of
expectation and the process of de-automating of view, with situations of estrangement being
observed. As for the process of aesthetic identification, the text-life relationship was
predominant. It was observed, above all, speeches directed to anti-racist education, as well as
the importance of studying the theme to act/react in situations of prejudice, in addition to the
need for investments in pedagogical mediation with the genre under study.