Banca de DEFESA: DIOGO SANTANA FONSECA

WRITTEN CULTURE AND YOUTH AND ADULT EDUCATION: BLACK NARRATIVES FOR ANTI-RACIST PRACTICES 

IN THE PRODUCTION OF TEACHING MATERIAL FOR EJA

Keywords: didactic material; literacies of existence; antiracism; EJA

ABSTRACT

This academic training memorial, presented to the Professional Master's Degree in Letters (PROFLETRAS), begins with the author's self-examination about the memories that were significant and decisive for him in choosing his profession and about his classroom practices based on reflections on hisown school education and the experiences already accumulated in his professional life. The purpose of this study is to reflect on the experience in teaching reading and writing narratives that brings about anti-racism themes with students of the program Youth and Adult Education. The main objective of the work is to propose alternatives through didactic practices, aiming to make the history of Africa and African Brazil present in the classroom, stimulating behaviors of otherness, solidarity and tolerance, generating debate and combating racism and discriminations that affect us as a black population. The narratives were chosen as a contribution to the development of reading and writing praxis because they influence the students' lives directly and daily in their literacy practices, through various agents. The study of the theme is based on the conceptions of social literacies discussed by Street (2014), Kleiman (2016), Souza (2011) and Freitas (2022). The theoretical foundation of Anti-Racist Pedagogy in Youth and Adult Education (YAE) is based on Bell Hooks (2013 and 2021), Gomes (2005 and 2010) and Silva (2010 and 2017). The proposals for didactic-pedagogical workshops and didactic material are structured from the contributions of Kleiman (2016), Jean Lave (2015) and Koch and Elias (2021).