O (re)descobrimento do Brasil pela ficção infantil e juvenil: ressignificações da história pela literatura na formação leitora literária decolonial

Abstract

In this thesis, inserted in the Research Group “Resignifications of the past in America: processes of writing, reading and translating hybrid genres of history and fiction – paths to decolonization”, together with the Postgraduate Program in Letters – PPGL – Unioeste/Cascavel-PR, we seek to demonstrate the presence of a hybrid fictional discourse of history and fiction critical about the “discovery” and colonization of Brazil also in literary works written for children and young people in Brazil, whose discursive and structural characteristics are close to the modality of the contemporary historical novel of mediation, being potential for the formation of the decolonial literary reader. Our general objective is, in addition to contrasting colonialist and decolonial discourses on the “discovery” and colonization of Brazil, to enhance the decolonial literary reading education of students in Elementary School II, and to encourage the decolonial literary reading education and ongoing training for teachers, through the development of a Thematic Literary Workshop, so that they can act as fruitful mediators in this journey of forming decolonized minds already in Elementary School. To this end, we present the analysis of our corpus: Degredado em Santa Cruz (2009), by Sonia Sant’Anna, A descoberta do Novo Mundo (2013), by Mary Del Priore and O Sítio no Descobrimento: a turma do Picapau Amarelo na expedição de Pedro Álvares Cabral (2013), by Luciana Sandroni and Pindorama de Sucupira (2014), by Nara Vidal. This analytical procedure is then compared to the colonial discourse of the historical document Carta de Achamento do Brasil (1500), by Caminha, an action that seeks to bring these narratives aimed at a very young readership closer to the hybrid novelistic modality of history and fiction, proposed by Fleck (2017): the contemporary historical novel of mediation and to highlight its potential in the formation of decolonial literary readers, through “Thematic Literary Workshops”. Thus, the research has a documentary bibliographic character of a qualitative, interpretative e propositional nature. Among our hypotheses, we highlight the fact that we consider these hybrid readings a challenge for young readers in training because they confront them with other possibilities about the Brazilian past. To reflect on these hybrid writings of children's and young adult literature, we use the assumptions of Cademartori (2010), Coelho (2000), Luft (2010); and in relation to the phases and modalities of the historical novel in the studies of Lukács (2000, 2011); Márquez Rodríguez (1991), Mata-Induráin (1995) Fernández Prieto (2003) among others; regarding the phases and modalities of the historical novel, we use the studies of Fleck (2017), and those of hybrid children's and young adult literature in those of Santos (2023). The research reveals the critical potential and the playful content of critical mediating young adult works, which are therefore potential for the formation of a decolonial literary reader.