O ensino das literaturas africanas e afro-brasileira na matriz curricular do curso de Letras, Câmpus Araguaína

Abstract

Given the persistence of social exclusion of black people - despite the efforts made by the black movement since the years when slavery was legal in Brazil - the federal government has undertaken incisively several actions to promote the inclusion of Brazilian human group since 2003. This promotion aims to bring awareness about these exclusion processes and institutional racism. The research was based upon the assumption that the formation of undergraduate teachers must be included in the discussion of concrete actions regarding to ethnic and race relations. One of the concerns over it is to answer - from institutional documents - if there is a perception of the need to think critically Afrodescendants authors in literature courses and training in the course of Letters. The other concern is to understand how to configure the study of African and african-Brazilian literatures. Therefore, this study aims to analyze and discuss the educational proposals for African and african-Brazilian literatures in the institutional documents of UFT concerning the period from 2003 to 2014, campus Araguaína. The methodology comprised bibliographic and documentary research. We analyzed the educational proposals of the Educational Project Course (PPC) in Letters and most specifically the disciplines: Introduction to African Literatures of Portuguese Speaking Countries; Brazilian literature; Literary Literacy and supervised internship. The result of this research suggests the rethinking about the place that the teaching of these kind of literature occupies in the PPC of the Letters course once considered the lack of the african-Brazilian history and culture in the analysis. The study is a discussion of both theoretical as literary references given the next PPC which is being produced and will include the African-Brazilian literatures in addition to African literatures, which are already listed in one of the disciplines. The delimitation of the research was restricted to the teaching of African and African-Brazilian themes. It was noted, however, during the process of reflection and writing, new investigative possibilities, especially over the matter of quota students and the possibility of a change in the curriculum for the teaching of African and African-Brazilian literature. Such matters pose ideas for future research whose goal is to think about how to qualitatively improve the processes of inclusion of black people at the university through the disclosure of affirmative declared intention in the documents governing the course itself. Therefore, it is expected that future teachers, who will work on basic education, acquire not only knowledge in UFT, but also understand the need to take action to bring such knowledge to their future students.