Gênero e educação nas escrevivências de Conceição Evaristo : um olhar sobre Ponciá Vicêncio e Becos da Memória

Abstract

The presente work was organized according to Research Line in Languages, Culture and Building Knowledge as soon as the subsidized by the several discussions of gender studies, shared with the classmates and teachers/members of Childhood Study Group, Youth and Contemporary Culture (GEIJC).The research aims to propose reflections on two works of the poet and novelist Conceição Evaristo Poncia Vicencio (2003) and Becos da Memória (2013) from gender studies, especially with respect to post-feminist view about contemporary women's writing in particular the African-Brazilian literature. Justified the recurrence to Bakhtinian concepts of alterity, dialogism and polyphony as a methodology adopted by the possibility of visualizing the many imbricated voices in evaristiana writing. It is verified, therefore, that the literary language of the author is a reflection of her own experience as well as many other silenced voices of many other women, particularly black women, in a constant movement of firm in the world as subject. Starting from the principle of a qualitative approach, I opted for documentary research, with emphasis on the concepts of alterity, dialogism and polyphony, by the Russian Mikhail Bakhtin (1981, 1993, 2011) as an analytical methodology and from theoretical and methodological assumptions oriented to gender studies and post-feminist, I placed the search focused for the feminine, especially with a cutout with a view to the education of women. The aim of generally understand the education process and feminine significance viewing, literarily, the understanding of what could be the representation of the experiences of many women, especially black women, just as well portrayed from the work of Conceição Evaristo. Specifically, I tried to check mainstreamed elements (race, gender, sexuality and social class) on the construction of women's education in women's narratives; reflecting on the inequalities related to women in respect to gender, through a look especially post-feminist and post-colonial; conceptualize the importance of women to the literary exercise by female authors; understand how knowledge about genres contributes to the realization of women's schooling process. Finally, I intend, through this research, answer to the respective questions: What woman is portrayed by Conceição Evaristo and what is the role of education for the construction of this woman? Summarizing, it is assumed relevance to this research, especially, for presenting the frican-Brazilian literature through the eyes of one of the black writers who, at present, has established herself as one of the largest Brazilians African-literary expressions.