Literatura afro-brasileira nas práticas do letramento racial crítico: uma análise dialógica de sequências didáticas

Abstract

By understanding the educational space as a privileged site for critical racial literacy practices, and Afro-Brazilian literature as a possible instrument for carrying out this pedagogical act, this dissertation has as its main objective the analysis of didactic sequences. This research investigates the spaces available for addressing critical racial literacy in materials on Afro-Brazilian literature. Thus, it seeks to reflect on which discourses about literacies and race are (de)legitimized in didactic sequences found in the work Literatura Afro-Brasileira: Abordagens na sala de aula (Duarte, 2014), aimed at the high school level and developed from Afro-Brazilian literary texts. This research becomes relevant by acknowledging, based on Kilomba (2020), that one of the mechanisms for the perpetuation of racist practices is the concealment of knowledge — literary knowledge included — produced by Black people in Brazil. Thus, in a preliminary analysis, the book organized by Eduardo de Assis Duarte stands out as one of the most comprehensive materials, enjoying wide acceptance among teachers and being easily accessible, as it is available in all major bookstores in the country. Theoretically, this study weaves a broad discursive fabric, as it addresses the macrosocial and political perspectives on the events that have shaped discourses on race in Brazil, and examines how the school becomes a space for the legitimation of these ideologies. In addition, it proposes a theoretical review of the concept of racial literacy and an understanding of this practice through Afro-Brazilian literature. To this end, grounded in Applied Linguistics from an INdisciplinary perspective (Moita Lopes, 2006), I adopt the Afrocentric paradigm (Asante; Mazama, 2009) and a Bakhtinian research approach (Souza & Albuquerque, 2012; Souza & Carvalho, 2016). Furthermore, the Dialogic Discourse Analysis (DDA) framework (Brait, 2004; Sobral & Giacomelli, 2016; Bakhtin, [1953] 2016; Volochinov, [1929] 2017) serves as the analytical horizon. The analysis made it possible to observe how rich the material is in detail, with strong encouragement of critical racial literacy, enabling shifts in the student-reader and, to some extent, also contributing to teacher education by suggesting readings, practices, and analytical pathways.