O relato pessoal: explorando o protagonismo negro em A cor da ternura, de Geni Guimarães

Abstract

Reading is an essential tool for the development of learning; however, many teachers find it difficult to introduce it effectively in the classroom. Among the main obstacles is student resistance, often motivated by a lack of reading habits and the influence of other forms of entertainment, such as social networks and online games. Given this scenario, the aim of this project was to present A cor da ternura (1989), by the writer, teacher and poet Geni Guimarães, as a strategy to encourage reading, by exploring the discursive genre "personal account", which predominates in her narrative. By sharing remarkable experiences from her life, the author promotes black empowerment and protagonism, helping to strengthen identities and build a fairer and more equal society. The theoretical framework included authors such as Lerner (2002) and Zotz (2002), who discuss the importance of reading in the school context; Cosson (2009), with his approach to the stages of the reading process; Perroni (1992) and Dolz & Schneuwly (2004), for the basis of the personal account genre; and also Freitas (2023) and Gomes (2008), who reflect on the relevance of anti-racist literary reading. The research was carried out in a 9th grade class at Colégio João Noberto dos Santos, a municipal public school. Among the results obtained during the activities was the potential of literary reading to promote sensitive approaches to relevant themes. The orality present in the personal accounts gave the students the opportunity to express their experiences, creating a space for listening and sharing that is fundamental to the development of empathy and critical thinking. The students were encouraged to reflect on their memories, recognize their trajectories and understand how their experiences contribute to the construction of their identities, becoming the protagonists of their own stories.