Navegando por Autor "Melo, Rebeca Lins"

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    "Eu sou neguinha?": um estudo de caso sobre uma experiência de letramento racial crítico em aulas de língua portuguesa em uma escola da rede pública de Marechal Deodoro (AL)
    (Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-04-04) Melo, Rebeca Lins; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513; Meniconi, Flávia Colen; http://lattes.cnpq.br/8299342638695738; Lima, Josenice Cláudia Moura de; http://lattes.cnpq.br/6932416698842297
    The present work aims to understand a work experience with Critical Racial Literacy in Portuguese language classes with students from a 9th year elementary school class at a public school in Marechal Deodoro/AL. The central questions that guided this research were: “how do racial stereotypes and prejudices interfere with students’ declaration of identification of racial belonging?” and “how can Critical Racial Literacy contribute to the development of the processes of racialization and racial consciousness of students?”. The theoretical foundations of this research are based on the studies of Applied Linguistics (MOITA LOPES, 2006), literacy(s) (ROJO, 2009), critical literacy (MONTE MOR, 2015 and JANKS, 2006) and critical racial literacy (FERREIRA, 2014; 2015). This study is located in the field of qualitative research (LUDKE; ANDRÉ, 1986) and used the case study method (LUDKE; ANDRÉ, 1986 and TELLES, 2002) for data collection. The instruments used were lesson plans, class diaries, open and open questionnaire, audio recording, field notes, workshop script and students' textual productions. The experience here demonstrates how controversial racial self-identification based on racial stereotypes is, clauses such as racial prejudices exert a substantial influence on the declaration of identification of racial belonging of students. It is possible that they will have the opportunity to reflect on racial issues in the Brazilian sociocultural context.