Literature and otherness: didactic sequence as a tool for a sensitivity education.

Abstract

This study aims to reflect on the literary reading process from a wonder tale of indigenous origin. Also, it points to formation of readers who are sensitive to discursive forms that promote otherness in the educational field. Thus, we intend to work with the indigenous narrative Iapinari written by Antonio Brandão de Amorim and published posthumously in the book Lendas em Nheengatu e em português (1928); suggesting, as a tool, a didactic sequence elaborated from the text in question. Our methodology consists of a qualitative bibliographical research based on the selection of the narrative and articulation of concepts about written production, literacy, and reading. Moreover, this study has the intention of reducing the invisibility that affects texts produced by indigenous peoples, which are still considered as non-literature by literary critics. In this form, we hope this activity may allow students to reflect on their own experiences with indigenous texts so that we can contribute to achieve a more focused education for appreciation of the sensibility; favoring, therefore, the teaching and learning processes of students in the classroom.