Negrinha na sala de aula: estímulo ao preconceito ou à reflexão?
Data
2020-06-22
Autores
Costa, Tatiane Cristina da
Orientadores
Lachat, Marcelo
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Esta pesquisa pretendeu estudar o conto “Negrinha”, de Monteiro Lobato, explorando sua linguagem e contexto histórico de sua criação a fim de verificar a questão: o uso do texto “Negrinha” em sala de aula estimula o preconceito ou desperta a criticidade e a reflexão dos alunos a respeito do racismo? A pesquisa-ação foi o método escolhido para a verificação da recepção do conto para que o leitor pudesse ser ouvido e também para que a prática docente pudesse fornecer elementos para a análise da utilização do conto com os estudantes. Estabelecendo como objetivo analisar a recepção do texto selecionado pelos alunos, o trabalho adota como fundamentação teórica uma perspectiva crítica com relação aos estudos da ironia e tipos de leitura. Foram base para esta pesquisa os estudos sobre o racismo feitos por Francisco Bethencourt e Lilia Moritz Schwarcz, bem como as definições de raça e racismo oferecidas por Nicholas Wade e Abdias do Nascimento. Para verificar a hipótese levantada, foi elaborada uma atividade para ser desenvolvida em uma sala de Ensino Técnico Integrado ao Médio da Etec Abdias do Nascimento, em São Paulo, a fim de verificar a visão que os vinte e dois alunos participantes do estudo tiveram do texto, com relação ao preconceito racial. A interação com os estudantes foi gravada e transcrita, com autorização dos alunos e seus responsáveis. Após as atividades realizadas, os dados levantados foram analisados para que se verificasse se a metodologia utilizada pelo professor na sala de aula, ao tratar do texto, influenciou ou não a visão que os alunos dele tiveram e se o temor por parte de alguns intelectuais e pesquisadores de que o texto estimula o racismo seria real. A necessidade de verificar tal situação se dá, principalmente, pela tentativa de se tirar o livro do PNBE (Programa Nacional Biblioteca na Escola) ocorrida em 2012, baseada na justificativa de que o texto estimularia o racismo nos estudantes através do uso de palavras pejorativas relacionadas aos negros utilizadas pelo autor.
This research intended to study the short story "Negrinha", by Monteiro Lobato, analysing its language and historical background to verify the following question: in the classroom, does the short story "Negrinha" in classroom stimulate student's racial prejudice or critical thinking? Action research was the methodology chosen to verify the reception of the story so that the reader could be heard and also the teaching practice could provide elements for the analysis of the use ot the story with the students. This research estabilished as objective to analyze the receception of the text by the students, adopting as theoretical fundation a critical perspective about the studies of irony and reading. The basis for this research were the definitions of racism by Francisco Bethencout and Lilia Moritz Schwarcz, and the definitions of race and racism by Nicholas Wade and Abdias do Nascimento. In order to verify the hyphotesis of this research, it was drafted an activity to be performed in a Ensino Técnico Integrado ao Médio class of Etec Abdias do Nascimento, in São Paulo, to verify the point of view of twenty-two students participating students on the text considering racial prejudice. The interaction with the students was recorded and trasncribed, authorized by the students and their parents. After the activity carried out, the collected data were analyzed in order to verify whether the theacher's chosen metodology in class, when dealing with the text, influence student's perception of it, and if the fear on the part of some intelectuals and researchers that the text stimulates would be real. The need for verifying this situation is mainly due to the attempt of withdrawing this book from PNBE (Programa Nacional Biblioteca na Escola) in 2012, based in justification that the text would estimlate racism in estudents through the use of pejorative words related to black people chosen by the author.
This research intended to study the short story "Negrinha", by Monteiro Lobato, analysing its language and historical background to verify the following question: in the classroom, does the short story "Negrinha" in classroom stimulate student's racial prejudice or critical thinking? Action research was the methodology chosen to verify the reception of the story so that the reader could be heard and also the teaching practice could provide elements for the analysis of the use ot the story with the students. This research estabilished as objective to analyze the receception of the text by the students, adopting as theoretical fundation a critical perspective about the studies of irony and reading. The basis for this research were the definitions of racism by Francisco Bethencout and Lilia Moritz Schwarcz, and the definitions of race and racism by Nicholas Wade and Abdias do Nascimento. In order to verify the hyphotesis of this research, it was drafted an activity to be performed in a Ensino Técnico Integrado ao Médio class of Etec Abdias do Nascimento, in São Paulo, to verify the point of view of twenty-two students participating students on the text considering racial prejudice. The interaction with the students was recorded and trasncribed, authorized by the students and their parents. After the activity carried out, the collected data were analyzed in order to verify whether the theacher's chosen metodology in class, when dealing with the text, influence student's perception of it, and if the fear on the part of some intelectuals and researchers that the text stimulates would be real. The need for verifying this situation is mainly due to the attempt of withdrawing this book from PNBE (Programa Nacional Biblioteca na Escola) in 2012, based in justification that the text would estimlate racism in estudents through the use of pejorative words related to black people chosen by the author.