Letramentos a partir do Rap: voz e vez na aula de línguaportuguesa

Abstract

This work presents the results of a research carried out within the scope of the Professional Master's Degree in Letters at the Federal University of Bahia (Profletras/UFBA). It also presents, as a product of this research, the proposal of a work aimed at the school literacy of Elementary School II students, structured from rap as a social practice of black youth, observed in the context of teaching and learning the Portuguese language of a class of 7th year of a municipal school in Salvador, Bahia, in which I work as a teacher-researcher. This proposition is extended to other Brazilian school contexts in which rap stands out as a social practice of students. The investigation included the realization of a literature review, combined with the use of autoethnography and documental research, pointing out the need for the study and proposal to be directed to the education of ethnic-racial relations, provided for by Law 10.639/03. The main theoretical contributions that guided this study are found in Cavalleiro (2001, 2014), Bento (2012), Freire and Macedo (2011), Gomes (2001, 2005, 2008, 2017), Kleiman (2005, 2007), Munanga (2005, 2020), Passeggi (2008), Rojo (2009), Schneuwly and Dolz (2004), Souza (2011), Street (2014), among other authors. The research showed that working with rap in the classroom makes it possible to explore the multiple languages involved in this cultural practice in an anti-racist perspective, in which students, moving away from the situation of silencing that is commonly imposed on them in/by the school, can act as enunciators of their concerns and complaints about their reality, in order to contribute to their linguistic and political formation. The investigation allowed me, as a teacher-researcher, to make a theoretical-critical-formative reflection, which points to a paradigm shift in my praxis, especially with regard to my conceptions of literacy and education, which, in the Brazilian educational scenario, they cannot dissociate themselves from the ideological and anti-racist perspective, capable of breaking with the rational logic of power that subordinates beings and knowledge.