A construção de espaços de letramento racial crítico na sala de aula: possibilidades para a educação das relações étnico-raciais.

Abstract

School, as a space for literary education, is an appropriate environment for discussing identity processes and actions related to education on ethno-racial relations. This article is the result from qualitative research, encompassing a case study conducted in a public school with sixth-grade students in the final years of Elementary School. The objective was to analyse how the construction of a critical racial literacy space can contribute to the education of ethno-racial relations. The core reference work used in the research aligns with the artistic-literary field as per the National Common Curricular Base for Portuguese Language (Brasil, 2018) and addresses the African and Afro-Brazilian themes in accordance with the requirements of Brazilian Law 10.639/03. Through reading and writing strategies, the following study aimed to analyse the development of processes of identification with African and Afro-Brazilian history, culture, and identity, fostering the construction of an anti-racist education. The study revealed that the presence of these books contributed to the education of ethno-racial relations by bringing students closer to the black protagonists in said works, narratives in them that depict African cultural heritage, seeing positive portrayals of black identity, and the confrontation of racist situations in these stories.