Por uma educação antirracista: uma proposta para a EJA com práticas de leitura na perspectiva discursiva

Abstract

The perception about the difficulties of reading presented by students in the final years of elementary school and about the veiled racial prejudice that is present in school and in society in general is a common place of concern. In addition, the lack of assertive strategies that subsidize the teaching practice with reading activities from the discursive perspective and appreciation of racial diversity due to the low adherence to the implementation of the Law 11.645 (BRASIL, 2008) requires overcoming. Given this, this study aims to understand to what extent the discursive perspective of reading favors the implementation of the Education of Ethnic-Racial Relations in Portuguese Language classes in cycles III and IV of EJA, from a school located in the city of João Pessoa/PB. For this, the research takes as theoretical basis on reading the studies developed from Orlandi (2020, 2014, 2012). To deal with antiracist education, it is based, among other theorists, on Almeida (2021), Munanga (2016), Gomes (2017, 2012,1999). We consulted Mesquita (2019), Arroyo (2018, 2014), Brasil (2000), to discuss EJA, among others. Under the aegis of educational legislation, we started from (BRASIL, 2018, 2018, 2017, 2008, 2004), among other normatives. The study is qualitative in nature, interventionist, based on action research, and uses participant observation, conversation circles, and questionnaires as tools for data generation. To support data analysis, we adopted the concepts of the French Discourse Analysis in Orlandi (2020, 2012), among others. From the analysis of participant observation and the research corpus, we found that the students presented difficulties to produce racist meanings and discursive affiliations. However, after the interventional work, even though there were remnants of this discursive formation, most of them demonstrated new reading gestures possible to understand the conditions of production of racist discourse materialized in the different texts worked. The research made possible the production of a Pedagogical Booklet to assist the mediation of discursive reading practices linked to anti-racist education.