Brazilian Society is composed of an ethnic diversity, however there is not an effective
racial democracy, and this generates disadvantages for the African Brazilian
population regarding the White Community, with daily occurrences of prejudice and
racial discrimination. This research aimed to verify how the literary Reading of African
Brazilian thematic books could contribute with the ethnical and racial discussions and
the empowerment of black culture and identity in the school, mainly the works selected
by the government Program titled Programa Nacional da Biblioteca da Escola (PNBE)
of 2013. In order to do so, a collaborative research-action was carried out in two
Quilombola schools in the state of Tocantins: Escola Municipal Rural Malhadinha,
located in Comunidade Quilombola Malhadinha (Brejinho de Nazaré) and Colégio
Estadual Fulgêncio Nunes (Chapada da Natividade). The object of the research was
formed by students in the 8th and 9th year (Fulgêncio Nunes) and 3rd and 4th year
(Malhadinha) of the Youth and Adults Education Program (corresponding to the 8th and
9
th years), and the Portuguese language and Quilombola Culture teachers. The
pedagogical interventions were conducted by the literary literacy in the school,
proposed by Cosson (2011) and were significant to raise the taste for literary reading
in the school environment, offering the encounter with the literary texts of African
Brazilian literature. The reading intervals contributed to the discussions about the
works, approaching them towards motivation for reading, interpretation, expansion and
contextualization. During those intervals, besides the aesthetical pleasure provided by
the students’ involvement, a deeper discussion about identity and black culture raised,
as well as its importance and statement for the strengthening of the black community
and the traditional Quilombola ones. Such experience proved the statement that it is
in the process of literary literacy, only access to books does not guarantee
effectiveness in forming proficient readers and it is necessary to perpetuate a
pedagogical practice which might link literary Reading to pleasure and to the refection
about being in the world, favouring the creation of critical, empowered individuals.
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