Trabalho didático com texto literário e visibilidade afro-latina nas aulas de e/le: reflexões sobre nossa experiência no IFRJ.

Abstract

The teaching of Spanish as a Foreign Language (SFL) for Technical and Vocational Education and Training (TVET) classes is particularly marked by restrict views on its purposes. Also, there is an education strongly marked by epistemological racism and by the naturalization of domineering voices. In this paper, we use as a base an activity developed with freshman classes of professional qualification integrated to secondary education in IFRJ, for thinking about the challenges faced on the pursuit of an integral human education, committed to the visibility of historically secondary identities. This activity has in its core the literary text and the predominance of Afro-Latina women, which makes us question mainly two (non) places: that of literature in Spanish classes and that of black authorship works. Setting black women as protagonists in knowledge production, we reflected on anti-racist leaning of SFL and its impacts on the students’ critical and affirmative education.