A LITERATURA AFRO-BRASILEIRA E O ENSINO HÍBRIDO

Abstract

This master's research investigates hybrid education as a tool for teaching Afro-Brazil ian literature. In this approach, in which the student learns by more dynamic means, basically the teaching and learning process takes place sometimes on site, sometimes on line. It is important to note that since the publication of the Law 10693/03, there are still few printed materials and methods covering this topic in public and private educa tion institutions. Therefore, this research describes aspects and modalities of hybrid education from Souza and Andrade (2016) and Christensen, Horn and Staker (2015) and also presents virtual environments and social networks with Machado and Tijiboy (2005) and Braga (2013) as a means of supporting education professionals who want to effectively teach the culture and history of black people in Brazil. Referring to Liter ature, Candido (1995), Abreu (2006), Zilberman (2008) and Ramos and Corso (2010) are mentioned. For Afro-Brazilian literature and its specificities, Evaristo (2007, 2009 and 2010), Munanga (2005), Duarte (2008, 2010 and 2014) and Lobo (2007) are con sulted. Many educators have difficulty working with themes related to prejudice and racial discrimination, thus, as an aid, some teaching strategies are presented, such as the rotation model, the virtual enriched and the circuit as teaching possibilities and as appropriate tools. Therefore, the question that guides this study is how hybrid educa tion can help in the process of teaching Afro-Brazilian literature to high school students. Discrimination, racial conflicts and prejudices show that a large investment in educa tion is still needed, and hybrid teaching can collaborate in these efforts.