Dialogical reading of poetry at school

an encounter with Elisa Lucinda’s lyrics from the perspective of ethnic-racial relations

Abstract

The text presents a theoretical excerpt of the research "Literary education for ethnic-racial relations in school: dialogues with poetry of black capixaba authorship", developed within the scope of the Professional Master's Degree in Letters – Profletras, at Ifes Vitória, whose core objective is to establish dialogues with the capixaba literature of black authorship and reflect on ethnic-racial relations in reading practices in Elementary School in the Final Years. For this, a dialogue is sought between the poetry of Elisa Lucinda and other authors representative of the proposed theme: Evaristo (2009); Gomes (2011, 2012); Araújo (2015), in order to foster the formation of the responsive reader. In this sense, the corpus used will allow, through a dialogical approach, a reflection, from the chosen corpus, on situations experienced by the black community, in order to lead students to develop their sensitivity and criticality before such situations. We opted for a bibliographic research, whose theoretical contribution will be based, essentially, on authors who will dialogue about the concepts of dialogism and responsiveness, such as Bakhtin (2011, 2014); Bezerra (2015) Brait (2005, 2006); Fiorin (2018); Carvalho (2018, 2021) and Geraldi (2002) to observe and analyze the relations established, by the student reader, between the readings and the ethnic-racial relations present in society.