Por uma história que não seja única: construindo sentidos no diálogo com a narrativa literária na sala de aula

Abstract

This teaching proposal focuses on the relationship between three distinct fildes: literary education, the use of digital tools in teaching and an anti-racist education. Such a relationship is born from the understanding of the importance of teaching that encourages literary reading, while expanding the repertoire of the world of the people involved in the process, which, sometimes, reverberate a “same single story” on the African continent. Thus, based on the reading in the classroom of Mayombe (1980), by the Angolan writer Pepetela, a series of activities are proposed with the aim of promoting a meaningful reading of the novel, which is enhanced by the use of digital tools suggested so that the performance of students in front of the literary text is carried out in an active, critical and creative way. To this objective, the theoretical framework is anchored in reflections on the theoretical and methodological panorama of literary literacy, combined with the fundamentals of digital literacy, as well as the aspects inherent to an anti-racist education, which expands the voices to which individuals would have access in the school environment.