Letramento antirracista na era digital: o papel do Geledés como ferramenta para o combate às imagens de controle.

Abstract

This article presents an experience report on an anti-racist literacy initiative developed with upper elementary students, highlighting the role of technology as an ally in this process. Considering that racism is structural and also manifests itself in the school environment—especially through textbooks (Munanga, 2005; Duarte, 2024), it becomes essential to build pedagogical practices that promote racial equity and value Black identity. In this regard, the article aims to describe how the intentional use of digital technologies, especially the website Geledés, Institute for Black Women, can contribute to anti-racist literacy and the strengthening of Black identity through practices that confront structural racism and destabilize controlling images. At the end of the initiative, it was concluded that students developed critical awareness, identified subtle forms of discrimination, and understood the role they play as agents of social transformation.