A Afropotência no enfrentamento ao discurso hegemônico: um projeto de letramento crítico na EJA

Abstract

This Training Memorial, presented to the Professional Master - PROFLETRAS / UFBA, includes a critical literacy project developed with the TAP V - C students (8th and 9th years) of the “Cidade Municipal de Jequié” School. In it, discusses some initial reflections that sought to promote the formation of teachers and students as critical readers, proactive, aware of their rights and able to react against the various prejudiced discourses that are permanently directed to them. In order to do so, triggering the concepts of ideology and abuse of power (van DIJK, 2012), from the Critical Discourse Analysis, critical literacy practices were developed (SILVA, 2009) that were significant for the constitution of a racial identity focused on the struggle against the hegemonic discourses of the media, the nefarious issues of social gender and racism, the distortions of identities, in order to break such conventions and stable discursive practices and, consequently, social control. The research was based on the qualitative orientations of the ethnographic methodology, with research-action-training (THIOLLENT, 2011), and based on the concept of reexistence literacy, of significant importance, to capture the social and historical context that involves the daily practices of language use and, therefore, imply the assumption and support of new social roles and functions, both in the communities of belonging and in those with which they make contact (SOUZA, 2011). Together with the students, inside and outside the classroom, new glances and attitudes about Afro-Brazilian and black literatures were glimpsed. Therefore, with this work, it was sought as a result the development by the involved subjects of capacities and questioning positions aimed at confronting and neutralizing the hegemonic and prejudiced discourses that fall on the black community.