Orality, writing and reading in basic education:

reflections from thecape verdean literature

Abstract

There are multiple challenges to address literature in basic education today, especially African literature in Portuguese, curricular content provided for in the National Common Curricular Base (BRASIL, 2018) and also ensured by Law 10.639/2003 (BRASIL, 2003). Among the most recurrent difficulties, the following can be highlighted: teacher training, available literary production and school time allocated to work with literary reading. Thus, we seek to address these questions about the teaching of literature in basic education, through theoretical discussions, related to work with orality, writing and literary reading in the initial grades of fundamental education, with the general objective of promoting the training of teachers to work with literature at this level of education, with the following specific objectives: identifying specificities of the literary text and its reading and listening; to know the main theoretical foundations that support the concept of literary reading. This article emphasizes Cape Verdean literature, observing the materiality of two specific literary works, namely, the poem “Ilhas”, by Jorge Barbosa (1935), and the short story “...Ou quando Santo Antão é apenas silêncio”, by Dina Salústio (1994), which stage the insularity of the Republic of Cape Verde, each according to its production context. To support the approach, theoretical sources include research on literature and teaching, with Aparecida Paiva, Graça Paulino and Marta Passos (2006); Antoine Compagnon (2009); Paulo Franchetti (2009); Iris Amâncio (2008) and Márcia Marques de Morais (2020); on literature as a human right, with Antonio Candido (2004), and on Cape Verdean orality, according to the perspective of Dulce Almada Duarte (2003).
Keywords: literature; basic education; Cabo Verde; portuguese language african literatures; BNCC.