APRENDENDO E ENSINANDO A TRANSGREDIR: CAMINHOS PARA (RE)VISITAR A SALA DE AULA E POTENCIALIZAR VOZES A PARTIR DA POESIA SLAM

Abstract

This Academic Memorial, entitled “Learning and teaching to transgress: ways to (re)visit the classroom and enhance voices from slam poetry” was developed within the scope of the Professional Master’s Program in Letters (PROFLETRAS), at the Federal University of Bahia (UFBA) and is centered on an anti-racist proposal for language teaching, with a focus on orality and emphasis on the slam genre. 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 performance poetry that occupies a wide space of literary, cultural, racial and social representation – Slam . The research approach was qualitatively based on a look at the territory that encompasses the Colégio Estadual Sátiro Dias, located in the municipality of Salvador Ba. The adopted method was of an autoethnographic nature, since it took into account the path that involves the researcher's literacies in different phases of her personal and professional life. The research is anchored in the theoretical and conceptual contributions of Literacy studies (KLEIMAN, 1995; SOUZA, 2011), Orality (BNCC, 2018; HAMPÂTÉ BÂ, 1979; 2010; SOUZA, 2001) Poetry Slam (ALCADE, 2022; DALVA, 2019), Whiteness (BENTO, 2022) and Critical Thinking (hOOKS, 2017; 2020). The results of the research generated an educational product (didactic notebook) that includes a literacy project called "Reexisting from slam: enhancing voices in Portuguese language classes" with the aim of enabling discussions and encouraging criticality and understanding of the students' own narratives. (the) students involved and promote the legitimization of these voices from an anti-racist and language-critical perspective.