Racismo linguístico no ensino de Língua Portuguesa do 4º ano: análise do fenômeno e estratégias de superação

Abstract

This research addresses the phenomenon of linguistic racism in Portuguese language teaching in the 4th grade of elementary school, focusing on the municipal public school system of Fortaleza, Ceará. The study is based on the observation, based on teaching practice, that teaching materials and pedagogical practices often fail to engage with the experiences and linguistic expressions of Black and Northeastern students, reinforcing cultural distances and the invisibility of regional identities. The research also links the author's personal and professional experiences with a theoretical foundation, understanding linguistic racism as a manifestation of structural racism that materializes in language and teaching practices. The overall objective is to analyze the reproduction of linguistic racism in the textbook "A Conquista" through the invisibility of Afro-Indigenous linguistic varieties and the hierarchization of standard norms. Methodologically, the research adopts a qualitative approach, with documentary analysis of the textbook "A Conquista" (4th grade), seeking to identify representations, absence, or distortion of students' linguistic and cultural varieties. Based on authors such as Pêcheux (2009), Orlandi (2003), Althusser (1992), and Bourdieu (1997), the research discusses language as an instrument of power and a field of ideological dispute, historically situating the imposition of Eurocentric formal norms and the marginalization of Afro-Indigenous varieties. As an intervention, the proposed project is to develop a mini anti-racist dictionary that identifies and replaces racist expressions still present in the Portuguese language, fostering critical reflections on language use. This tool aims to equip teachers and students to recognize and combat linguistic racism, promoting more inclusive and representative school environments.