A prática leitora no enfrentamento ao racismo: o ensino das estratégias de leitura a partir de gêneros multimodais fundamentado na pedagogia dos multiletramentos

Abstract

This research, developed within the scope of the Professional Master's Program in Letters (Profletras), aims to investigate how the teaching of reading strategies, articulated with the pedagogy of multiliteracies, can contribute to the formation of critical readers by confronting racism. The research was carried out in a state public school in the state of Espírito Santo, with seventh-grade students, and was conceived from the observation of a social problem, that is, the recurring presence of recreational racism in daily school life, manifested through naturalized discursive practices, and also a learning problem, namely: significant difficulties in reading, understanding, and interpreting texts. The investigation is based on the interactionist conception of language, which understands reading as an active process of meaning construction (Solé, 1998; Koch; Elias, 2010), in dialogue with the Bakhtinian perspective of language and genres of discourse (Bakhtin, 1997; Marcuschi, 2002). In the methodological field, the didactic sequence is based on the reading strategies proposed by Solé (1998), organized into moments before, during, and after reading, articulated with the guidelines of the BNCC (Brazilian National Curriculum Base) and adapted to the didactic sequence model of Swiderski and Costa-Hübes (2000), based on Dolz and Schneuwly (2004). Considering the prominence of contemporary languages, the proposal engages with the pedagogy of multiliteracies (Grupo Nova Londres, 2006; Rojo, 2012), expanding reading beyond the verbal. Regarding literacy and the fight against racism, this study is anchored in the assumptions of racial literacy and discussions on structural and recreational racism (Ferreira, 2015; Ribeiro, 2019; Almeida, 2019; Moreira, 2019), articulated with the conception of literacies as social practices (Street, 2014) and literacies of resistance (Souza, 2011). Quantitative, qualitative, and interventional in nature, this action research, following Thiollent (1986), used observation, records of oral interactions, and analysis of student productions as data collection instruments. The results show greater student engagement, increased critical reading competence, and the development of more conscious positions regarding racism, indicating that working with multimodal texts, combined with reading strategies, significantly contributes to the formation of critical readers and the implementation of anti-racist pedagogical practices in Middle School.