Banca de QUALIFICAÇÃO: KARINE RODRIGUES LOYOLA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : KARINE RODRIGUES LOYOLA
DATE: 25/03/2024
TIME: 08:00
LOCAL: CPF - Sede
TITLE:

CRITICAL RACIAL LITERACY: A tool for socio-political and ideological empowerment for high school students at Colégio Estadual Professora Aurivaldina Joazeiro in Itamaraju (BA)

KEY WORDS:

Critical racial literacy; autobiographical narratives, anti-racist education.

PAGES: 39
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUBÁREA: Lingüística Aplicada
SUMMARY:

This project focuses on strengthening students' racial literacy practices, as well as developing their ability to interpret racist codes and practices, critical awareness and a stance against racism in society. The central aim of the research is to analyze the process of identification and recognition of the social identities of secondary school students. The context of the research is Escola Estadual Professsora Aurivaldina Joazeiro in Itamaraju (BA), with students from the 2nd year of secondary school. The specific objectives proposed are: (a) to provide situations of interaction for reflection and positioning on everyday life situations related to racial, ethnic and cultural prejudices; (b) to get involved with reading a wide variety of texts written by Afro-descendants and indigenous people in order to experience anti-racist actions in the school environment; and (c) produce a didactic-pedagogical project with scripts for racial literacy workshops as part of the production of an e-book, based on the students' autobiographical narratives, with a view to disseminating experiences of racism and their own social identities in the school community. As a theoretical framework, the research is anchored in the concept of literacy (Soares, 2004), critical racial literacy (Ferreira, 2014; 2015), curriculum studies (Almeida, 2018; Ferreira, 2015; Macedo, 2014; Oliveira, 2018). As for the methodological aspects, it takes a qualitative approach, considering the micro context as a favorable place for scientific research, focusing on the analysis of language practices in social and pedagogical encounters, in which identity definitions and negotiations are constructed. To this end, the narrative research perspective (Bastos; Biar, 2015; Clandinin; Conelly, 2015) was adopted for data collection and analysis - autobiographical narratives (Ferreira, 2015; 2018). In this way, the narratives of high school students seek to identify the ways in which identities are constructed, the recognition (or not) of race relations in this construction, as well as racial literacy strategies in the interaction process. As a result, we hope to achieve the following: (a) Reflections on everyday life situations related to racial, ethnic and cultural prejudices analyzed with a more critical view based on racial literacy and with a positioning based on an anti-racist educational approach; (b) Creation of an anti-racist pedagogical environment as part of Portuguese language classes at the Colégio Professora Aurivaldina Joazeiro in Itamaraju (BA); (c) Sharing of various texts by Afro-descendant and indigenous authors to be read by the students; (d) Didactic-pedagogical project with scripts for critical racial literacy workshops, resulting from the dialogue with interactions in the field and analysis of autobiographical narratives; and (e) E-book produced with students' autobiographical narratives.

COMMITTEE MEMBERS:
Presidente - ***.589.835-** - BOUGLEUX BOMJARDIM DA SILVA CARMO - UFSB
Externa ao Programa - 1803265 - LILIAN REICHERT COELHO - UFSBExterno à Instituição - GEAN PAULO GONÇALVES SANTANA - UNEB
Externo à Instituição - PAULO DE TASSIO BORGES DA SILVA