Projeto de letramento para uma educação antirracista

Abstract

This Master's Dissertation aims to describe the actions of an antiracist Literacy Project developed to expand the awareness of students in a 9th grade class of Elementary School in a public school in the state of Rio Grande do Norte regarding ethnic-racial issues related to black people. Specifically, the objective is to a) analyze the network of activities of an anti-racist education project within a school unit; b) identify the discursive genres that emerge in the anti-racist education project; c) present the observed impacts of this social and civic practice. This research becomes relevant because it meets the determination of Law No. 10.639/03, fulfilling the obligation to develop teaching related to ethnicracial issues in schools, a topic still neglected in Basic Education. Furthermore, it offers possibilities for reflections and pedagogical actions, aiming at strengthening the fight for the promotion of socio-racial equity in Brazil. The theoretical framework of this work is based on Literacy Studies, especially literacy practices, literacy events, literacy agents and literacy projects, according to the perspective of Kleiman (2005); Barton and Hamilton (2000); Mey (2001); Bazerman (2007), dialoguing with the studies of the dialogic conception of language of the Bakhtin Circle (Bakhtin, 2011), Geraldi, (1999); and Travaglia (2002) and in the anti-racist studies and knowledge of Almeida (2019); Cavalleiro (2001); Gomes (2005); Lopes (2005); Ribeiro (2017); Silva (2008); Rocha (1998). This intervention research, carried out at the Francisco Camilo de Souza State School, in Nísia Floresta/RN, methodologically, is based on the qualitative paradigm, with an ethnographic bias and the perspective of a teacher-researcher. Data generation occurred through classroom intervention, from August to December 2023, using observation, questionnaire, personal account, photographic record, video recording and text production as data generation instruments. In this sense, this research highlights the need to observe that the systematization of Antiracist Education in public schools makes it possible to enhance the training of educators and students aware of the need to position themselves critically in society, articulating themselves to face the adversities resulting from structural racism.