Narrativas de professoras e professores sobre a Literatura de Autoria Feminina nos contextos de formação escolar e não escolar: um olhar para o Curso de Letras

Abstract

This thesis aims to analyze the narrative memories of graduated teachers and faculty members of the Letters Course-Portuguese and English of IEAA-UFAM and aims to detect when the Literature of Female Authorship (LFA) was presented to them and if their narrated memories reverberate, somehow, in their teaching literature practice. The specific aims are: I. Showing the historical aspects of Female authorship in Brazilian context; II. Identifying elements that evidence the LFA in the teacher education of the Languages course of IEAA-UFAM from the official course documents; III. Analyzing the narrative of the faculty members of the Letters Course-Portuguese and English of IEAA-UFAM and also of the graduated teachers of the Languages course about their memories of LFA, in order to verify if these memories reverberate in their teaching practices of literature, languages and Portuguese language. The theoretical basis that supports this thesis is articulated with the Cultural studies, the Feminist Theory, the Memory studies, Teaching training, among others about this theme. The methodology approach used are based on post-critic studies of education research, focusing on narrative interviews. The study reveals many aspects of the history of LFA in Brazil and in Humaitá-Amazon, and also shows the professors’ narratives about their teacher education, indicating when the LFA started to be a part of their lives, their personal identification with some female authors, so that education happened inside and outside classroom. The research also presents the curriculum structures of the Letters Course-Portuguese and English of IEAA-UFAM (the former and the new one), in which the courses that deal with the LFA are indicated and some suggestions of other courses that could include the LFA teaching are made. Lastly, after analyzing the narrative memories of the subjects, it was noticeable that they have memory of LFA and also have identification with it. Some of them, influenced by these memories, take the LFA to their teaching practices in classroom, while some others are still trying to organize themselves to do that, and only one of them said not having influence from the LFA.