Poéticas das escrevivências: por uma perspectiva de ensino antirracista

Abstract

The concept adopted in the present study is the interactive reading (Koch, 2017, p. 10), in which author-text-reader interact in a dynamic process of sense co-construction. Taking this premise into consideration as well as the contribution from multicultural and decolonizing studies and aiming at encompassing the humanizing nature of literature (Candido, 2011), this academic study, with the purpose of broadening the reading skill of 8th-graders from the Ensino Fundamental, has promoted a literary reading teaching which allowed reflections and discussions about the ethnic-racial relations, focusing on fostering an antiracist literary education. This is a qualitative research (Minayo, 2002), inserted in the action research, which aims at allowing everyone involved in it (researchers and participants) to be capable of responding more efficiently to the problems of the experienced situation, in a transformative way (Thiollent, 1986, p.8). In order to achieve its set goal, the study adopted as methodological resource the "basic sequence" model proposed by Cosson (2021), adapting it to meet the specifics of the study. Rooted in a libertarian and dialogic view (Freire, 1996), there were workshops focusing on literary literacy (Cosson, 2021) and racial literacy (Volp, 2023-2024), which provided moments of individual and shared reading of four poems taken from the book Poemas da recordação e outros movimentos (2021, p. 17, 24, 36, 84-85), by Conceição Evaristo, as well as a poem by Carolina Maria de Jesus and another one by Marcos Fabrício. The workshops were run with the purpose of contributing to raising reflective and critical readers in addition to prompting them to adopt an effective responsive attitude (Bakhtin, 2011) when facing challenging situations both in the school environment and in life. The results obtained with the intervention proposal have demonstrated that the theoretical-methodological approach adopted enabled meaningful, diversity-valuing and beneficial teaching, in a way that students have become active participants of their own reading and authorial subjects of their poetic "escrevivência".