"O que há de mim aqui?": (re)existência discentes em textos literários periféricos no Ensino Fundamental II

Abstract

This research is a memorial, developed within the Professional Master's Program in Literature (PROFLETRAS), linked to the Federal University of Bahia. It presents a significant overview of my professional trajectory in the educational sphere, and specifically, my involvement in the aforementioned master's program. In this sense, I will present a pedagogical praxis in Portuguese Language classes, grounded in an anti-racist logic, proving essential for the ethnic formation of individuals involved in the educational context. This is because it is crucial to understand that school is a space for socialization and for the formation of subjects capable of living in a multiracial society, prepared to comprehend that the differences that individualize us cannot justify racial inequality and the extermination of Black bodies and minds. Therefore, the project will be carried out with 6th-grade students from the Municipal School of Periperi, an institution located in a peripheral neighborhood of Salvador. This is because the school is a space that needs to rethink a new curriculum that supports the development of these children and young people, considering not only what the legislation advocates regarding content, but primarily deeming relevant the history, culture, and conditions to which the community is subjected. This will be achieved through the reading of literary texts published in the books "Minha Vida em Salvador" (2022) by Camila Carmo and "Vozes Poéticas" (2020), organized by Coletivo Água da Fonte. The theoretical framework will draw from the research of Cândido (2011), Cuti (2010), Chimamanda (2018), Evaristo (2017), Ferreira (1996), Munanga (2020), Silva (2011), Eble and Lam (2014), Férrez (2005), Ferreira, Ribeiro, and Villarta-Neder (2018). For this, the pedagogical proposal was mediated by the curricular principles defended by the municipal education network of Salvador, in line with the Political Pedagogical Project of the school institution, within an interpretivecritical field, through conversation circles, with the protagonism of 25 students. Finally, by bringing these voices into the classroom, the school not only values local culture but also offers students insights to understand themselves and the world, fostering critical thinking and the construction of their racial and social identity.