Práticas de letramento racial crítico no ensino médio integrado em uma perspectiva da pedagogia dialógica.

Abstract

In this article we present data from a research carried out in the context of Vocational Education in a third grade class in the Integrated High School (IHS) in Informatics course from the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN) in the discipline of Portuguese Language III. We aim to reflect on the pedagogical practices of Critical Racial Literacy mediated by literature. For this, we based on the socio-interactionist perspective of language (BRONCKART, 2012) in conjunction with the Freirean perspective of dialogic pedagogy (FREIRE, 1996, 2001) and racial critical literacy (FERREIRA, 2001) for the analysis of data and didactic intervention. Data were generated from a questionnaire about students' reading practices and from reading diaries resulting from reading works of African, Afro-descendant and Afro-Brazilian literature. The results point to the challenges in the consolidation of racial critical literacy as well as the potential of a dialogic work with a view to expanding this literacy in the school context.