A performance da política educacional na literatura guineense de 1975 a 2022: uma análise à preponderância assentada nas obras de Abdulai Sila, Costa e Semedo

Abstract

Guinea-Bissau, officially known as the Republic of Guinea-Bissau, is a country located on the western coast of Africa, with an equatorial climate. The average temperature hovers around 33ºC in certain months, favoring the development of its humid forest. Geographically, Guinea- Bissau borders Senegal to the north, the Atlantic Ocean to the south and west, and Guinea- Conakry to the southeast, covering an area of 36,125 km². The official language is Portuguese, and those who have access to education generally learn to speak and write in Portuguese in schools. Despite being a small country, Guinea-Bissau is multilingual, multiethnic, and secular, with an estimated population of about 2.151 million inhabitants. Guinea-Bissau gained its independence after an 11-year armed struggle against Portuguese colonizers, becoming independent on September 24, 1973. Since then, the country has faced successive coups, which have hindered the consolidation of its educational policies and the cultural recognition of its citizens. This work aims to understand the European cultural hegemony in the schools of Guinea-Bissau through the study of educational policies and Guinean literature. The research is based on bibliographic studies, addressing authors who have discussed, at some point, the area of educational policies. It is essential to describe the Guinean educational context, highlighting that the use of ethnic languages has been prohibited in schools since the colonial period under Portuguese rule. Furthermore, it is important to understand that in each country, there are entities that control the teaching materials allowed in national schools, known as superstructures, according to Gramsci (2013). During colonization, the Portuguese government eliminated many culturally valuable elements from the school environment, also restricting the presence of Guinean literature in teaching materials. In this context, the present work seeks to shed light on the truth about Guinean society, especially concerning students and teachers, investigating the cultural traits that remain outside the classroom. The goal is to ensure the representation of cultural and educational reality in Guinean literature, allowing citizens to recognize the contribution of writers in this aspect.