Percursos formativos em educação antirracista e letramento literário na construção de uma proposta pedagógica com literatura infantil

Abstract

This work is the result of a research carried out in the Professional Master in Language Teaching, at the Federal University of Pampa, campus Bagé / RS. It is a narrative about the formative paths in anti-racist education and literary literacy experienced by the teacher-researcher in the construction of a pedagogical proposal with children's literature. The general objective of the present thesis was to propose and discuss the formative path triggered by the elaboration of a pedagogical product that would encourage anti-racist education (CAVALLEIRO, 2001; RIBEIRO, 2019) through literary literacy (COSSON, 2014). In order to achieve the research objectives and give other teachers the opportunity to think about pedagogical practices aimed at recognizing and reflecting on the Brazilian ethnic-racial diversity, I built, as a pedagogical product, together with my advisor, a manual which has as the central teaching objective to encourage anti-racist education through literary literacy and through reflection on Brazilian ethnic-racial diversity, in order to contemplate the effective application of law 10.639/03 - the Guide to Anti-Racist Practices with Children's Literature.The research was developed in the field of indisciplinary applied linguistics (MOITA LOPES, 2006) in association with autoetnography, through which I bring and problematize personal and professional narratives that influenced the investigatione, the construction of the pedagogical proposal and the political posture assumed in the research, as I show throughout the thesis. From the narratives, I tried to establish the transformative role that the autoethnographic method can assume in giving voice to both those who speak and in favor of those who one speaks for (REED-DANAHAY, 1997). To support the pedagogical proposal and the investigation, I reflected on my experiences in dialogue with the authors Carneiro (2011), Santos (2017), Silva (2000) and Gomes (2005). Thinking about anti-racist education through literary literacy in the school context, I relied on the ideas of Ribeiro (2019), Cavalleiro (2005; 2001), Paulino and Cosson (2009), Cosson (2014), Castilho (2004) and Cagneti e Silva (2013). As a final result of the research, I concluded that the relationship between theory and practice was essential for my formation in anti-racist education and literary literacy, because the integration between these two movements was evident in the process of construction of the work. In addition, I realized that my concerns were not individual, they were also social and structural. Thus, I hope that what was built in this path can collaborate so that other teachers reflect and connect with the teaching strategies proposed for a pedagogical practice beyond the traditional ones, and which intends, effectively, to contribute to anti-racist education in the school context.