THE CLASSROOM AS A CROSSROADS:LITERARY READING AND THE SUBJECTIVE FORMATION OF BLACK BOYS

Abstract

This article is the result of research developed in the dissertation
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redefining the Black subject. The main objective is to analyze how theoretical reflection
on Black literature produced by Black men, articulated with the intersection of race and
gender, contributes to a more human perspective in the classroom, especially when
considering the subjective development of students who are Black boys.  This paper

aims to describe the anxieties and challenges of complying with Law 10.639/2003,
which mandates the teaching of Afro-Brazilian History and Culture in Brazilian
schools. Nevertheless, beyond curricular compliance, we argue that Black and
Indigenous cultures form the foundation of what we understand as the Brazilian nation.
Literature, which reflects this cultural and intellectual production, is one of the
fundamental components of the country’s construction and, consequently, of its
individuals. This work is driven by a concern for individuals who are still in the process
of their school formation and for using literature as a tool that extends beyond teaching
and learning as a mere curricular obligation.