Resumen:
I present in this memorial a teaching proposal, in the format of a pedagogical workshop,
called Black Panther and the Comics as resources for the improvement of discursive
literacies, developed during the Master's Degree. Therefore, aiming to undertake a work of
self-reflection and qualification as a teacher, I rescue my track in the world of Portuguese
language degree, the path taken as a teacher, the remarkable facts and deeds of my life and the
transformations gotten from the experiences that culminated in my participation in the
Professional Master's Degree Program in language – Profletras. For the workshop proposal, it
was taken as a foundation part the improvement of discursive textual competence as a primary
factor for the development of skills that provide opportunities for students in the end of
elementary school, particularly, 9th grade students: acquisition possibilities of other literacies
that are also important for facing the challenges imposed by lobalization; skills to solve
typical questions of modern life; acquisition of self-esteem, self-confidence, respect for the
other for the extinction of racist and xenophobic positions so present in a classroom. The
practice of the workshop is based on the urgency of improving/acquiring reading and writing
skills, as well as on inciting questions that arouse the desire to find a solution to racial
segregation and the desire to know the history and culture of black people and African
descendants, as established by Law 10639/03. For this purpose, it is proposed reading comic
book activities of the Black Panther character, comic book production of the character with
super powers; reading and reflection of texts that deal with the history and culture of black
people; conversation wheels; appreciation of videos and films with the same theme; study of
the language used in the genre; script production; organization of productions in a collection;
dissemination and exhibition in the school library for access by the entire school community.
For the elaboration of the proposal, the assumptions and positions of several scholars about:
the discursive textual competence were taken into account: Kleiman, Soares, Tfouni; the
social position of black people throughout the history of Brazil: Gomes, Gonzales,
Nascimento, Silva, Munanga, Cavalleiro; the role of education in society: Freire; textual
genres: Bazerman, Casali, Geraldi, Possenti, Marcuschi; discursive genre Rojo, Bronckart,
Bakhtin, Dolz, Schneuwly; textual genre HQ'S: Ramos, Vergueiro, Eisner, Manguel and
teaching strategies - pedagogical workshops Anastasiou, Moita, Andrade, Moraes, Varela in
addition to many renowned scholars.
