Letramentos catalisadores de reflexões: branquitude e desigualdades raciais em aulas de língua portuguesa na escola

Abstract

In this research I have as my main objective to analyze the discourses produced by students from a public school to build up a comprehension regarding how these individuals position themselves over topics such as social life, human rights, racism, whiteness and oppressions. This investigation is located in the core of two epistemic fields put into dialogue: (a) studies of Literacy that will be extended as a set of language usage practices, learned both in informal and formal contexts, which reflect and refract cultural, social, historical and power processes of a community and of which we use to achieve certain goals (STREET, 1984, Other years; KLEIMAN, 1995); (b) of racial diversity studies (BENTO, 2002; MUNANGA, 2004; SANTOS, 2010; LABORNE, 2014, 2017; CARDOSO, 2010) and decolonizing pedagogy (WALSH, 2007; OLIVEIRA; CANDAU, 2010), when focusing on subjects like whiteness and racism and the challenges of a linguistic education that is transgressive about colonialities of the being and knowledge within the contemporary pedagogical practices. The research can be defined as qualitative and interpretative of an ethnographical character, since it takes into consideration the inter subjectiveness of human relations and comprehension from both the participants and the researcher of data analysis. Such a study is conducted from observing and audio recording of the classroom context in order to better comprehend the participants actions in the examined scenario (GARCEZ; SCHULZ, 2015) In addition, the research is within the scope of Undisciplined Applied Linguistics (MOITA LOPES, 2006) which aims to shed light over social world problems, which are permeated by language in order to reduce human suffering. The data will be analyzed through the Discourse Analysis, in its Anthropological Linguistic branch (GOFFMAN, 2002; HYMES, 2010; DURANTI, 2012; WORTHAM; REYES, 2015), specially from narrative concepts, positioning and indexicality. I propose, by the end of this paper, to present interactional and discursive factors that guide literacy practices in its ideological strand. Finally, the research in question brings benefits by pointing out paths to include racism themed discussions in the portuguese language subject classroom and for the reflection over the neglection of whiteness on both inequality and racial violence.