The implementation of law 10.639/2003 and CNE/CP Resolution 001/2004 in the teaching of Brazilian Literature from the perspective of the Maragogi/IFAL Campus

Abstract

This research sought to problematize the teaching of Brazilian Literature, in the implementation of Law No. 10.639/2003 and Resolution CNE/CP No. 001/2004, considering the processes of decolonization of curricula in Brazilian schools and the Teaching of Afro-Brazilian Literature (Cuti, 2010). It is a qualitative research, supported by the action research approach (Thiollent, 2009), which used as a data collection instrument the Focus Group, which had the participation of the teachers who teach the classes of the Curricular Component "Portuguese Language", the students of the Technical Courses Integrated to High School of the Maragogi/IFAL Campus and the technical servers linked to teaching. The Focus Group revealed a lack of knowledge of the basic legal documents of the ERER; and presence, in a few disciplines, such as History, the teaching of African and Afro-Brazilian History and Cultures, teaching that relies on the awareness of the teacher, and not necessarily on an institutional initiative. He recognized that white privilege drives the works chosen to be mentioned in Brazilian Literature classes, with criticism of teaching strategies, which cling to biographies of renowned authors and excerpts from works considered classics. We defend the urgency of a revision in favor of the decolonization of the Portuguese Language curriculum, through the valorization, reading and analysis of works of Afro-Brazilian Literature, with pedagogical practices that stimulate the literary literacy of students, allowing the choice of the works they wish to read, with the necessary support for the realization of discussions, which allow a deepening of the poems and plots of books, whose protagonism is black.