Projeto de letramento a favor do empoderamento feminino: uma proposta para o ensino de língua portuguesa

Abstract

Understanding the school as a literacy agency responsible for the holistic education of students and the encouragement of citizen participation, and recognizing that the teaching of Portuguese language should emphasize the development of contextualized language practices, the commitment was made to conduct classroom work aimed at emancipation and citizen autonomy. Thus, the general objective was to develop a literacy project on female empowerment, through the development of language practices of 9th-grade students in Elementary School. This study is configured as an interventionist action research, of qualitative approach, linked to Applied Linguistics. The research site was a public school in the municipal network of Jacaraú-PB, with 21 participants from the 9th grade (10 male and 11 female), aged between 14 and 18 years. The main theoretical-methodological basis of this research is Literacy Studies, grounded by authors such as Street (2014), Kleimam (1995), Soares (1998, 2010), Rojo (2004); literacy projects by Kleiman (2000, 2007), Tinoco (2010), Oliveira, Tinoco, and Santos (2011). In addition, we incorporate Critical Discourse Analysis; the sociointeractionist and dialogical perspective of language. In the context of the central theme of the literacy project, we explored Batliwala's Empowerment Theory (1997), Sardenberg (2006), Berth (2019), the female condition according to Bourdieu (1998), the historical erasure of women presented by Perrot (2006), Heilborn (2013), Piscitelli (2002), Lerner (2019), the analysis of the female condition and formation of being a woman by Beauvoir (2019), and Feminism by bell hooks (2022). It was concluded that the discussion of the theoretical and methodological foundations of Literacy Studies, together with female empowerment practices, provided a solid foundation for the project's development; dialogue with concepts and practices related to female empowerment stimulated critical and reflective analyses of the causes of gender inequalities; the integration of these themes in literacy workshops promoted an environment focused on student autonomy and collaboration; carrying out a literacy project on female empowerment generated significant impacts on the participating group; moreover, the elaboration of a pedagogical notebook aimed at teachers not only documented pedagogical practices but also serves as a valuable resource for future educational initiatives.