Resumo:
This work is a memorial of formation developed in the Professional Master's in Letters
- PROFLETRAS, linked to the Federal University of Bahia - UFBA, through which, from
the results of a qualitative research of ethnographic nature, I describe and reflect on
my formative path as a Portuguese language teacher. They are analyzes and
descriptions of my experience, persistence and resistance in the classroom in search
of a more humanized, inclusive and committed education to the interests and needs of
all students. For this purpose, I developed the research entitled: Afro-Brazilian
literature: for a critical racial literacy in Portuguese language classes, which aims to
investigate how Afro-Brazilian literature can contribute to the affirmative construction
of black identities and to the construction of critical racial literacy in the Municipal
School Carlos Drummond de Andrade with the students of the 6th year of Elementary
School II. The intervention project was carried out in a class consisting of 23 pre adolescent students, in the third school term of the year 2022. In this context, it is
sought, through Afro-Brazilian literature, to build a narrative of valorization of black
identity, relating aspects linked to culture, thought and the history of black peoples.
Thinking of enabling students to have a meaningful experience for their formation as
citizens, who appropriate the power of literary reading, it is that round tables were held
on topics that led students to reflect on ethnic-racial relations. The theoretical basis for
the consolidation of this research was based on the ideas of: Debus (2017) with studies
on Afro-Brazilian literature in children's and youth literature; Gomes (2011) with
discussions regarding diversity, culture and education of ethnic-racial relations;
Cosson (2021) with studies on literary literacy and Ferreira (2015) with discussions
about critical racial literacy. The results showed that Afro-Brazilian literature presents
itself as a possibility to build/strengthen critical racial literacy in the school environment.
Insofar as it provides opportunities for subject-readers to better understand the being
and being in the world, favoring the development of more critical and less prejudiced
attitudes. Because it has a transforming role, literature, through its humanizing force,
is a strong ally in the formation of critical readers and in the construction of an anti-racist education.
