Banca de DEFESA: PAULA GABRIELA SOSA SANCHEZ

Learning and teaching to transgress: ways to (re)visit the classroom and enhance voices from slam poetry"

KEYWORDS: Law 10639.03; Reexistence literacies; orality; Critical Thinking; Slam.

This memorial, entitled "Learning and teaching to transgress: ways to (re)visit the classroom and enhance voices from slam poetry" is being developed within the scope of the Professional Master's Program in Letters (PROFLETRAS), of the Federal University of Bahia (UFBA) and presents part of the research that includes a literacy project, centered on an anti-racist proposal for language teaching, with a focus on orality and emphasis on the slam genre. Its propositional character is being outlined for future application at Colégio Estadual Sátiro Dias, located in the city of Salvador Ba and other related units. The methodology is qualitative in nature, is supported by bibliographic and documentary studies and also has an autoethnographic nature, taking into account the path that involves the researcher's literacies at different stages of personal and professional life. The research is anchored in theoretical and conceptual contributions: Literacy (KLEIMAN, 1995; SOUZA,2011), Orality (BNCC,2018; HAMPÂTÉ BÂ,1979;2010; SOUZA,2001) Slam (ALCADE,2022; NEVES,2021; DALVA, 2019) and Critical thinking (hooks,2017;2020). The key idea is to develop strategies that, based on the New Literacy Studies, expand the uses of oral language in Portuguese language teaching practices based on the phenomenon of oral and performance poetry – Slam. The research results should generate a textbook called "Reexisting from the slam: enhancing voices in Portuguese language classes" in order to enable discussions that encourage criticality and understanding of the narratives of the students involved and promote the legitimation of these voices from an anti-racist and language-critical perspective.