Lessons from Crossing: the emergence of anti-racist pedagogical practices guided by Critical Racial Literacy
Critical Race Theory; Anti-racist Education; Critical Racial Literacy
The system of opression that inflicts pain, silences voices and usurps the right to humanity from black bodies needs to be confronted and combatted as one of the major targets of pedagogical actions aimed at promoting human dignity. Given this, under the methodology of action-research, the work presented here seeks to analyze until point and to what extend Critical Racial Literacy (hereinafter CRL) can contribute to the development of anti-racist pedagogical practices. Having as its guiding thread what I call the Metaphor of crossing, the research is epistemologically based on the postmodern paradigm and is theoretically based on Critical Race Theory (hereinafter CRT), Anti-racist Education and the CRL, considering the following problematizing questions: until point and to what extent can the CRL contribute to the development of anti-racist pedagogical practices in Portuguese language teaching? Given the emergency of these practices, what strategies can we use so that they do not become specific actions in the classroom? How can we facilitate the writing of autobiographical narratives whose content expresses a particular reflection on racism and its impacts on brazilian society? The strengthening of anti-racist education with pedagogical actions guided by thr CRL, as well as the (trans)formation of subjects who recognize racism as a problem to be overcome in Brazil and take a stand in the anti-racist fight are crucial aspects of what I hope to achieve from this research.