Vozes de mulheres em produções literárias do PNLD 2018: protagonismo(s)

Abstract

In this dissertation, we analyze the works written by women and contemplated by the Programa Nacional do Livro e do Material Didatico-PNLD of 2018, from two perspectives: that of feminist criticism and that of literature teaching. We aim to reflect on female empowerment and gender relations addressed in the context of each book. Starting from the perspective that literature is part of the history of humanity, and primarily the promotion of reading and enjoyment; we understand that, through literary teaching, these narratives can contribute to the formation of the ethical, moral and social character of school-age children. In this way, the choice of ten children's books, authored by women, distributed by the PNLD Literário 2018 to public schools across the country, allowed us to make a reflective analysis of the texts and images focusing on the female protagonism of the characters and writers and illustrators of each narrative. In this scenario, we also recover some authors who have marked children's literature and feminist criticism with their productions on gender equality. We believe that the literature produced for children can favor the maturation of a civilization that is less oppressive and more aware of the role of women in society and in literary writing. Supported by the methodology of bibliographic research, the work dialogues with Zolin (2009), Pateman (1993) and Showalter (1994), among other references, in order to think about how works aimed at elementary school students can contribute (or no) for the consolidation of a more egalitarian society. Regarding the literary text in the school context, we turn to Nelly Novaes Coelho (2000), Teresa Colomer (2007), Regina Zilberman (2006) and Diana Navas (2016). Thus, according to theoretical and literary studies, we will approach a connection between the art of children's literature and the discourses of feminist movements, based on the writings of contemporary authors, resulting in the prominence that these literatures contribute much to the teaching of literature for school-age children, as well as bring in its context the issue of female empowerment and gender relations. However, the projection of these characters occurs through the reproduction of patriarchal discourses, even if this was not the deliberate intention of each writer and illustrator, in general, there is a strong inclination to maintain these subordinate protagonists in the private institution, especially in society.