The literary and (non)decolonial canon in teacher training: the critical interculturality of the curriculum of black women

Abstract

In this study we intend to reflect on the causes that lead to the absence of black women in the literary canon since the event of (de)enslavement of black people, in such a way, in educational political projects focused on the curriculum in elementary school until the second decade of the 21st century. To this end, we focus on the trends of interculturality in the curriculum, in addition to the debates around (non)decoloniality in alignment with southern theories. Qualitative Research surveys literary works authored by black women, with which they mark the anti-racist struggle movement, through the recognition of the History of Art and Brazilian Literature. We realize that the absence of black women in the literary canon is directly linked to symbolic systems and the coloniality of the power of knowledge. However, this theme has been discussed, which has given black women a voice, highlighting four names in our study and their respective works to represent the importance of Afro-descendant and decolonial female literature. In emphasis, we highlight the works of Esperança Garcia, Maria Carolina de Jesus, Maria Firmina dos Reis, and Conceição Evaristo, whose relevance can be considered as the rescue of the culture of black identities in Brazil.