Africanizing literacy to africanize the school curriculum
DOI:
https://doi.org/10.5433/1678-2054.2019v37p8Keywords:
Literacy, Afro-literacy, Literature in literacy, AfrocentrismAbstract
The concept of literacy proposed in the school curriculum is no longer enough to represent the singularities of all the subjects participating in the teaching-learning process, nor to follow the multicultural diversity and the technological transformations with which these individuals need to relate.Therefore, from the perspective of a curricular proposal that considers an Afrocentric view, we present a brief study on “Afro-literacy”. At the outset, we draw a historical review of the concept of literacy in the works of Kleiman (1995), Soares (1998) and Rojo (2009), and then analyze two recent concepts, “Afrocentrism” and “Afro-literacy” by Nogueira Júnior (2010) and Nascimento (2016). These theoretical approaches are contextualized from social policies directed in particular to the black population in Brazil, as well as the proposals of legal bases in education, created since 1995 up to 2005. And, finally, we seek to exemplify a mode of curricular insertion of Afrocentric features, using non-canonical texts of black-Brazilian writers such as Cristiane Sobral and Conceição Evaristo.References
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