Resumo:
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.
