Name: DANIELLE DA SILVA APOLINARIO
Publication date: 30/04/2025
Examining board:
Name |
Role |
|---|---|
| ANDRESSA ZOI NATHANAILIDIS | Examinador Interno |
| ARLENE BATISTA DA SILVA | Examinador Interno |
| JIEGO BALDUINO FERNANDES RIBEIRO | Examinador Externo |
| JOSEFA SÁNCHES CONTRERAS | Examinador Externo |
| LUIS EUSTAQUIO SOARES | Presidente |
Summary: The thesis “Class, Race, and Gender in Light of Dependency Theory and Brazilian
Favelas in the Works of Carolina de Jesus and Conceição Evaristo” examines the
works Quarto de Despejo: Diário de uma Favelada by Carolina Maria de Jesus and
Becos da Memória by Conceição Evaristo through the lens of the inseparable
relationship between class, race, and gender, mediated by the Marxist category of
dependency. This analysis is framed within the context of critical literary reading in the
classroom, underscoring the necessity of a theoretical-methodological perspective
grounded in the contributions of Theotonio dos Santos (2023) and Vania Bambirra
(2019). These scholars provide a robust framework for an objective analysis of the
intersection of class, race, and gender within the context of dependent countries. Given
its connection to the field of Brazilian literature and the intersection of literature and
education, the research is further supported by the contributions of Suéllen Pereira
Miotto Lourenço (2021). Her work on methodological approaches to teaching literature
in secondary education, as well as her emphasis on the teacher’s commitment to
fostering literary engagement in school environments, provides a solid foundation for
our discussions on literary reading in educational settings. Throughout the thesis, we
analyze the tragic effects of dependent capitalism, particularly on Black women and,
by extension, the working class as a whole. The thematic focus is on Brazilian Favelas,
as these communities are a necessary outcome of the development of the capitalist
mode of production in a dependent country. Furthermore, the analyses developed in
this study aim to support the implementation of Law 10.639/2003, which mandates the
teaching of Afro-Brazilian and African history and culture in basic education institutions.
This law seeks to promote critical literary reading within schools, thereby enriching
students' understanding of the intersections of class, race, and gender in the context
of Brazil’s dependency. As a result, this thesis aspires to deepen the educational
dialogue among high school students by fostering reflective engagement with the
interplay of class, race, and gender within Brazil’s dependent condition. It also seeks
to stimulate students' oral and written argumentation skills by emphasizing that, within
dependent capitalism, it is impossible to address the intersection of class, race, and
gender without confronting the challenge of overcoming Brazil’s dependent status. This
argument highlights the need for educators to be acutely aware of Brazil’s
socioeconomic realities as a prerequisite for mediating the teaching-learning process
and facilitating access to critical literary reading in practice. Recognizing art as a
political, social, and critical stance, this study aims to move beyond the mere—and
theoretically neutral—transmission of knowledge, which often serves to consolidate
the existing order and perpetuate the condition of dependency. Instead, it advocates
for a transformative approach that challenges the status quo and fosters critical
consciousness.
