Representações de vozes negras femininas em Carolina Maria de Jesus e Conceição Evaristo: PodCasts e a literatura em sala de aula

Abstract

This dissertation investigates the relevance of literary reading on social themes in high school, focusing on the representations of Black female voices in the works of Carolina Maria de Jesus and Conceição Evaristo. The research proposes the use of digital technologies, especially podcasts, as a pedagogical strategy for mediating literary discussions in the classroom, considering the recurring difficulties in student engagement with reading. It is based on the concept of literary literacy with works by Cosson (2021; 2020; 2014); Segabinazi; Cosson (2023); Souza; Cosson (2011); Milito; Dias (2019), and the need to expand the reading repertoire of students, encouraging and making visible Black women as authors in the canon worked on in school. Thus, the general objective of the study is to promote meaningful literary discussions with high school students, through works with Black female voices, mediated by new technologies. As specific objectives, it seeks to analyze the context of literature teaching in high school; discuss Black female authorship in school; present didactic proposals for teaching literature; describe the podcast as a pedagogical resource; develop a didactic unit for classroom application; and evaluate the students' evolution regarding participation in literary discussions. The research adopts a qualitative approach, of an ethnographic interpretative nature and applied character, using bibliographic research, document analysis and action research. The theoretical foundation is based on authors such as Candido (1988); Culler (1997; 1975), Cosson (2014; 2020; 2021); and Aguiar (1988). Furthermore, the didactic proposal was applied, and subsequently analyzed, to a sample of 150 first-year high school students from a public school in the municipality of Pato Branco, Paraná, between may and august 2025. The results showed that the application of the Didactic Unit with Aguiar's (1988) reception method allowed students to create podcasts as technological resources for the dissemination and teaching of literature reading, acquisition of knowledge about Black female voices and their literary works, and understanding of the importance of literature in its capacity to transform human beings.