A escrevivência de Conceição Evaristo e a sua contribuição para a promoção de uma educação antirracista São Gonçalo 2023

Abstract

The conception of reading adopted in this research is reading as an exchange of meanings, since meanings result from the sharing of worldviews between men in time and space (COSSON, 2021, p. 27). Bearing in mind this premise and the contributions coming from the multicultural research of Silva and Brandim (2008), Petronilha (2011), Munanga (1999), among other authors, the present study promoted, in classes 801 and 802, from Escola Municipal Evanir da Silva Gago, located in Magé – RJ, a literary reading teaching that provided reflections and, consequently, discussions about ethnic-racial relations, aiming to promote anti-racist education. The research has a qualitative character and falls within the scope of action research, as it aims to give the subjects involved (researchers and participants) ways to become capable of responding more efficiently to the problems of the situation experienced, in the form of a transformative action ( THIOLLENT, 1996, p. 8). To achieve the projected objectives, the study used the basic sequence model, developed by Cosson (2021), adapting it to meet the specificities of the research. Throughout the sequence, workshops were developed, based on shared and individual readings, aimed at students' literary literacy. Through the study of short stories extracted from the books Olhos d'água and Histórias de slight deceits and semblances, by Conceição Evaristo, moments of reading were provided, in a liberating and dialogical perspective (FREIRE, 1982; 1983; 1992), in order to contribute to the formation of more reflective and critical readers, who, in the face of challenging situations, both in the school sphere and in the sphere of life, are capable of assuming a more effective responsive attitude (BAKHTIN, 2011). The results obtained with the intervention proposal, anchored in an anti-racist education approach from the perspective of critical multiculturalism, demonstrate that the theoretical-methodological procedure adopted provided significant teaching in terms of valuing rich ethnic diversity.