Oficina de letramento como dispositivo de educação em direitos humanos

Abstract

This work is the result of a desire, firstly as a teacher, secondly of what permeates and awakens my humanity, therefore nourishing my teaching role: to collaborate, through observation, discursive materialization and analysis, its limitations, progress, advances and setbacks, with which today concerns the challenges of applied linguistic education and Human Rights education, mainly in the context of Brazilian public education classrooms, given its structural and pedagogical challenges, such as the constant dismantling it experiences. In this aspiration, I take the intricacies of narrative research with autoethnographic inspiration (Cadilhe, 2024; Kleiman; Silva, 2024) which, in the course of a literacy project (Marques; Kleiman, 2019; Geraldi, 2011), takes the work “O avesso da Pele” by Jeferson Tenório (2020) as a catalytic speech for literacy workshops, aiming at reflection and appropriation, both of the text and the theme of ethnic-racial relations in their social scope, thinking about the impacts of racism and the perception of its retro-structuring, but, also, in the experience of those students in the 3rd year of high school at a public school in the state education network, with whom I shared, shared and co-experienced challenges in diving from the skin inside out. From such encounters, I seek, through autoethnographic narrativization, to embody acts, movements, contexts, reflections and inspirations of those involved and involved in the processes that, step by step, make up the workshops as a device for implementing and encountering the perspectives and lenses of an Education in Human Rights (Cadilhe, 2018; Candau, 2008), Intercultural linguistic Education (Mendes, 2022), decolonial views on pedagogical actions (Walsh, 2009; Cadilhe 2020; Pires, 2020), and intersectionalities in relation race and ethnicity (Collins, 2020) based on critical pedagogy, mainly in Freire and hooks, thinking about rights in the field of language, in particular, the right to literature (Candido, 1995) and the right to speak (Geraldi, 2012) , also in dialogue with other analytical perspectives during the process.