Teaching of Literature

RESUMO Este artigo busca contribuir com os estudos relacionados ao ensino de literatura estrangeira no Brasil. Fundamentada nos pressupostos teóricos do Círculo (Bakhtin, Volóchinov, Medviédev), em especial em noções como compreensão ativo-dialógica, objetivamos analisar os dados gerados durante o minicurso " A representação do negro em contos da literatura afro-americana: uma perspectiva dialógica " , por meio de uma atividade de análise do conto " The Childhood of Jimmy " (HUGHES, 1996) no primeiro encontro (pré-teste) e no último encontro (pós-teste). Por meio da análise do pós-teste em comparação com o pré-teste, percebemos que os alunos, após o estudo do ensaio " O discurso no romance " (BAKHTIN, 2015) e da prática de análise de outros contos de Hughes, demonstraram compreensão (i) da relação entre texto e contexto histórico concreto, (ii) da materialidade do texto em sua natureza linguística e socioideológica e (iii) da teoria pela internalização dos conceitos estudados. PALAVRAS-CHAVE: Ensino de literatura estrangeira; Compreensão ativo-dialógica; Literatura afro-americana; Representação do negro.
ABSTRACT This paper seeks to contribute to studies related to the teaching of foreign literature in Brazil. Based on the theoretical presuppositions of the Bakhtin Circle (Bakhtin, Voloshinov, Medvedev), especially on notions such as active-dialogic understanding, we aim to analyze the data generated during the mini-course " Black representation in African-American short stories: a dialogical perspective " , by means of an activity of literary analysis of the short story " The Childhood of Jimmy " (HUGHES, 1996) done in the first class (pre-test) and in the last one (post-test). By analyzing the post-test in comparison with the pre-test, we noticed that the participants, after the study of " Discourse in the Novel " (BAKHTIN, 2015) and the practice of analyzing other short stories by Hughes during the mini-course, demonstrated an understanding of (i) the relationship between the text and the concrete historical context, (ii) the materiality of the text in its linguistic and social-ideological nature and (iii) the theory through the internalization of the concepts studied.

When selecting and evaluating historical children's literature, there are many questions that must be considered. For example, who will be reading the book? Is the imagined young reader of these historical stories a White, middle class cisgender heterosexual, able-bodied student who was born in the United States, or are child readers from all backgrounds being kept in mind. What kind of story is being told in the book? What makes the story difficult? Who is it difficult for? Does the nature of that difficulty differ depending on the demographic makeup of a classroom, school or community? None of these questions are new. Because problematic depictions of children continue to be published, reading and English language arts teachers in classrooms all over the United States, as well as the literacy educators who prepare them, must critically consider these questions as they select books for their students. As children read historical fiction, they are also learning about our nation's fraught past. Many historical topics found in children's and young adult literature--slavery, conditions in the Jim Crow South, the Japanese internment camps of World War II, and the genocide of Native Americans, to name just a few--are set amid the incomprehensible horrors of the bleakest chapters of American history. As literary critic Clare Bradford (2007) noted, one of the functions of children's literature is "to explain and interpret national histories--histories that involve invasion, conquest, violence, and assimilation" (p. 97). Addressing these fraught events, however, can prove difficult in light of some of the other functions of children's literature in our culture: to transmit values, to convey a sense of nostalgia and wonder, to spark young imaginations, or to provide an expected "happily ever after" at the end of each story. Racial issues raised during studying literature can cause considerable discomfort to both teachers and students. This is especially true of African American children's literature. Therefore, the authors of this article recommend that even when using award winning African American children's literature about slavery, recent research recommendations for learning and teaching African American children's literature should be consulted prior to approaching units on slavery. The authors offer a 5-point criteria by Rudine Sims Bishop for helping teachers, parents, and community members choose appropriate books depicting slavery. The 5 principles provided here for selecting authentic children's literature about slavery have the potential to expand the depiction of the lives of the enslaved beyond bondage. Using Bishop's framework to evaluate "A Fine Dessert," this article provides a recommended list of children's books that depict enslaved characters that are within the literary tradition that Bishop delineated.

Η διδακτική ενότητα «Λόγος και εικόνα: Τα κόμικς», η οποία συνυπογράφεται με τον Γρ. Πασχαλίδη, αποτελεί την πρώτη από τις τρεις ενότητες που προτάθηκαν για τη διδασκαλία του μαθήματος της λογοτεχνίας στους μουσουλμάνους μαθητές της Α’ Γυμνασίου στη Θράκη, στο πλαίσιο του ερευνητικού προγράμματος «Εκπαίδευση Μουσουλμανοπαίδων 2002 – 2004». Υπεύθυνη του προγράμματος ήταν η Άννα Φραγκουδάκη και επιστημονικές υπεύθυνες για τη δράση της λογοτεχνίας η Β. Αποστολίδου και η Ε. Χοντουλίδου.
Το κείμενο αποτελεί διδακτική πρόταση προς τους εκπαιδευτικούς, υποστηρικτική της διδασκαλίας του μαθήματος της λογοτεχνίας. Προτάσσει μια εισαγωγή στην οποία εκθέτει την προβληματική του είδους που προτείνεται, καθώς και την παιδαγωγική του χρησιμότητα. Ιδιαίτερη έμφαση δίνεται στην παρουσίαση των ιδιαίτερων χαρακτηριστικών των κόμικς (εικονογραφηγημάτων) όπως του κεντρικού ρόλου της εικόνας, του κεντρικού ρόλου του διαλόγου και της έμφασης στη φαντασία και το χιούμορ• χαρακτηριστικά που συνέβαλαν στην υιοθέτηση αυτής της πρότασης. Στη συνέχεια περιγράφονται οι διδακτικοί σκοποί και οι δεξιότητες που επιδιώκονται να καλλιεργηθούν από τους μαθητές, και το περιεχόμενο διδασκαλίας. Προτείνονται τρεις γενικές κατηγορίες κόμικς: α) κόμικς που έχουν ως ήρωες παιδιά, β) κόμικς που αποτελούν μεταφορές γνωστών μυθιστορημάτων, και γ) κόμικς που συνιστούν πρωτότυπες ιστορίες σχεδιασμένες για παιδιά. Κατόπιν αναλύεται η μέθοδος διδασκαλίας, η οποία αναπτύσσεται σε τρεις φάσεις, και περιγράφονται οι δραστηριότητες που προτείνονται για τους μαθητές. Οι δραστηριότητες κατανέμονται σε κάθε φάση και σε κάθε κείμενο χωριστά. Στο τέλος υπάρχει βιβλιογραφία για τον εκπαιδευτικό.
Στη συνέχεια παρατίθεται βοηθητικό υλικό: μια έκθεση των βασικών κωδίκων και συμβάσεων της εικονογραφήγησης προκειμένου να εξοικειωθεί ο εκπαιδευτικός με αυτό το είδος αφήγησης που δεν διδάσκεται (συνήθως) στα ελληνικά σχολεία και πανεπιστήμια. Έτσι δίνεται ο ορισμός και τα βασικά χαρακτηριστικά των κόμικς, εξετάζεται η σχέση λόγου και εικόνας, παρουσιάζονται οι αφηγηματικές μονάδες των κόμικς και αναλύονται οι συμβάσεις αναφορικά με τους ηχητικούς, τους οπτικούς και τους ψυχολογικούς κώδικες της τέχνης της εικονογραφήγησης.

O processo de ensino no Brasil se originou a partir da colonização e, até a atualidade, continua seguindo padrões eurocêntricos e de perspectivas hegemônicas, desfavorecendo sempre as minorias. Em seu currículo, temáticas como literaturas afro-brasileira, indígena e regionalismo ainda são mencionadas em livros didáticos, porém não possuem papel de reflexão crítica acerca dos estereótipos construídos socialmente. Nesse contexto, o presente artigo apresenta uma breve reflexão sobre o ensino de literaturas - indígena, afro-brasileira, regional e religiosa, com base em referências decoloniais modernas e contemporâneas. Tendo como objetivo fomentar a discussão de novas propostas e metodologias de um ensino decolonial ao se trabalhar literaturas. Para a construção desse trabalho foi feita a coleta e análise de trabalhos científicos com viés decolonial, tanto de estudiosos e pesquisadores, bem como dos próprios povos tradicionais a saber: Albuquerque Júnior (2011), Amora (1981), Cavalleiro (2001), Chauí (2001), Freire (2000), Grün (2012), Joachimstthaler (2009), Munduruku (1996), Nascimento (2019), Pe. Vieira (1655), Pellegrini (2004); Potiguara (2018) e Verde (2017), dentre outros. Buscando direcionamentos para as seguintes indagações: Como o ensino, a partir da literatura oral indígena, auxilia no processo de decolonização?; Trabalhar a história e cultura afro-brasileira, em sala de aula, pela literatura possibilita uma releitura da sociedade brasileira no que concerne à presença do racismo e seus efeitos?; Qual o papel da literatura regional dentro de uma perspectiva decolonial?; e Qual o papel da literatura colonial, no currículo escolar brasileiro, na contemporaneidade? Adicionalmente, esse estudo propõe alternativas decoloniais de ensino dessas literaturas. Como resultados, obteve-se dados que mostram que em cada uma das literaturas escolhidas para esse estudo houve um considerável avanço na procura em questionar o ensino tradicional e buscar trabalhar em uma perspectiva mais decolonial,  apesar de haver esse silenciamento curricular, muitos professores buscaram qualificações individuais ou em grupos para compartilhar conhecimentos e dividir experiências. 

Palavras-Chave: Ensino. Literaturas. Decolonial.

Estudos, assinados por diferentes pesquisadores, dos contextos, das tensões e das práticas atinentes às relações entre literatura e educação.
***
Studies, signed by different researchers, of the contexts, tensions and practices related to the relationship between literature and education.