Fatos e atos da Independência do Brasil nas narrativas híbridas de História e ficção Infantil e Juvenil Brasileiras: vias às ressignificações do passado e à formação do leitor literário decolonial no Ensino Fundamental

Abstract

This thesis, included within the scope of the Research Group “Reframings of the past in America: processes of reading, writing and translating hybrid genres of History and fiction – paths towards decolonization”, demonstrates how Brazilian children's and young adult’s Literature reframes the past regarding the events of Brazil's independence, with Literature serving as a potential means of expanding knowledge compared to History teaching materials. Therefore, we ask ourselves: How does the hybrid literary narrative differ from the historical and didactic narrative in relation to the independence event? Our general objective is to propose a transdisciplinary action for the formation of decolonial literary readers among students in the final years of Elementary School and ongoing training, with didactic-methodological support for teachers at this level of public education in Brazil, through literary analyses compared to the content of history. Among our specific objectives, we highlight: to establish the possible links of our corpus to the characteristics of the contemporary historical novel of mediation (Fleck, 2017; Klock, 2021); to analyze the History teaching materials in Ápis Mais: Historia(2021), by Anna Maria Charlier and Maria Elena Simielli and Historia, Sociedade e Cidadania (2022), by Alfredo Boulos Júnior; to produce a Thematic Literary Workshop on Brazilian independence, with readings that can demonstrate the decolonial content of the selected literary corpus: Independência ou morte (2006), by Juliana Faria; Uma mentira leva a outra: uma fantasiosa História da Independência do Brasil (2019) by Luiz Eduardo de Castro Neves; Memórias póstumas do burro da Independência (2021), by Marcelo Duarte; Os sete da independência (2021), by Gustavo Penna. We followed the procedures of a bibliographic and documentary research, of a qualitative and interpretative nature (Silveira; Córdoba, 2009), being also descriptive or prescriptive (Bonat 2009) and those of Comparative Literature (Durão, 2020). Our conception of interactionist language is based on Bakhtin ([1935] 1993; [1963] 2022; [1979] 2003;); the procedures and methods of literary reading in Lajolo (1993; 2017; 2018), Colomer (2003), Coelho (2000), Santos (2023); intertextuality and Comparative Literature in Mendoza Filolla (1994); the Theory of Aesthetics of Reception in Jauss (1979) and Iser (1996); the approximations between Literature and History in Milton (1992), Menton (1993), Esteves (2010) and Fleck (2017); and the concept of decoloniality in Castro-Gómez and Grosfoguel (2007), Mignolo (2007), among others. The results point to the critical nature of hybrid Literature of History and fiction for Brazilian children and young adult which, by reframing the past, offer potential resources for the formation of a decolonial literary reader, serving as a basis for reading assignments in a Thematic Literary Workshop.