Classe, raça e gênero à luz da teoria da dependência e das favelas brasileiras em Carolina de Jesus e Conceição Evaristo
Nenhuma Miniatura disponível
Data
2025-04-30
Autores
Apolinario, Danielle da Silva
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal do Espírito Santo
Resumo
The thesis “Class, Race, and Gender in Light of Dependency Theory and Brazilian Favelas in the Works of Carolina de Jesus and Conceição Evaristo” examines the works Quarto de Despejo: Diário de uma Favelada by Carolina Maria de Jesus and Becos da Memória by Conceição Evaristo through the lens of the inseparable relationship between class, race, and gender, mediated by the Marxist category of dependency. This analysis is framed within the context of critical literary reading in the classroom, underscoring the necessity of a theoretical-methodological perspective grounded in the contributions of Theotonio dos Santos (2023) and Vania Bambirra (2019). These scholars provide a robust framework for an objective analysis of the intersection of class, race, and gender within the context of dependent countries. Given its connection to the field of Brazilian literature and the intersection of literature and education, the research is further supported by the contributions of Suéllen Pereira Miotto Lourenço (2021). Her work on methodological approaches to teaching literature in secondary education, as well as her emphasis on the teacher’s commitment to fostering literary engagement in school environments, provides a solid foundation for our discussions on literary reading in educational settings. Throughout the thesis, we analyze the tragic effects of dependent capitalism, particularly on Black women and, by extension, the working class as a whole. The thematic focus is on Brazilian Favelas, as these communities are a necessary outcome of the development of the capitalist mode of production in a dependent country. Furthermore, the analyses developed in this study aim to support the implementation of Law 10.639/2003, which mandates the teaching of Afro-Brazilian and African history and culture in basic education institutions. This law seeks to promote critical literary reading within schools, thereby enriching students' understanding of the intersections of class, race, and gender in the context of Brazil’s dependency. As a result, this thesis aspires to deepen the educational dialogue among high school students by fostering reflective engagement with the interplay of class, race, and gender within Brazil’s dependent condition. It also seeks to stimulate students' oral and written argumentation skills by emphasizing that, within dependent capitalism, it is impossible to address the intersection of class, race, and gender without confronting the challenge of overcoming Brazil’s dependent status. This argument highlights the need for educators to be acutely aware of Brazil’s socioeconomic realities as a prerequisite for mediating the teaching-learning process and facilitating access to critical literary reading in practice. Recognizing art as a political, social, and critical stance, this study aims to move beyond the mere—and theoretically neutral—transmission of knowledge, which often serves to consolidate the existing order and perpetuate the condition of dependency. Instead, it advocates for a transformative approach that challenges the status quo and fosters critical consciousness.
Descrição
Palavras-chave
Teoria da dependência , Leitura literária e educação , Lei 10.639/2003