Black women's literature in the classroom: accounts of a school experience in Pedro Canário-ES
Black women's literature; Youth Identities; Literary Canon; Law 11.645/2008.
The research examines an educational experience involving literary works by Black authors - Conceição Evaristo and Paulina Chiziane - carried out at the Manoel Duarte da Cunha State Center for Elementary and High School Education in Pedro Canário-ES. This experience encompasses students enrolled in the first year of high school. The work is grounded in a theoretical framework primarily composed of Black intellectuals: Cida Bento (2022), Djamila Ribeiro (2017), Beatriz Nascimento (2021), bell hooks (2017, 2020), Grada Kilomba (2019), Lélia Gonzales (2020), among others. Stuart Hall (2006) highlights the importance that culture/literature can have in shaping identities. In this approach, educators equip themselves with a diverse repertoire of discourses and approaches to explore the theme of diversity. By adopting the methodology of literary tertulias, which encompass topics such as Afro-Brazilian literature, literature as a contested territory, the literary canon, identities, and the implementation of Law 11.645/2008, the aim is to foster anti-racist discussions in the educational environment. The intention is to provoke a thorough analysis of the identity constructions that permeate the realities of the involved youth. Thus, I will proceed with the articulation of the aforementioned theoretical categories, envisioning a dialogue to promote literature as an element capable of critically addressing social imbalances, particularly gender, race, and class disparities.