EU SOU FAVELA: LETRAMENTOS, CULTURAS E IDENTIDADES NA SALA DE AULA.

Abstract

The master 's research developed in conjunction with the Professional Master' s Degree in Literature - PROFLETRAS - Federal University of Bahia - UFBA involves an intervention project that sought to innovate the classes for the teaching of Portuguese Language developed a literacy project whose centrality started from black musicality, in particular, the Bahia pagode, to understand it as a teaching strategy the languages of the peripheries. The project was developed in a class of Cycle IV (9th Year) of Elementary School in a school located in Camaçari-BA. The focus of the intervention inquired about the construction of the meanings attributed to the linguistic expressions of the students that can dialogue with the letters of the pagode as well as the importance and the effects in the life of the young students for the identity constitution. The literacy project moved discussions around issues of race, gender and representations of the peripheral social space in thematic workshop structures. In the process the interaction between the co-participants motivated to seek to understand what was behind the affirmation of some students when they call themselves "I am favela" and it was around it that a series of other entries were recorded which ended up generating the elaboration of a "dictionary of the periphery", in order to bring the given senses of terms selected by the students when approximated to their daily lives and often confronted with senses that usually circulate in society. The conceptual basis is anchored in the theoretical contributions in the studies on Literatures in Kleiman (2005), Souza (2011), Rojo (2012), Reexistence letter Souza (2011), Multiletramentos Rojo (2012), Identity and culture Hall (2004) and (2013), gender and race relations in Lopes (2011), Pinho (2004), Sodré (1998), Hooks (2013), pagode baiano Lima (2016), Nascimento (2012), Mattos ), Franco (2014), education as freedom practice Freire (1989), Hooks (2013), and discursive genre Marcuschi (2008). The research is anchored in the assumptions of the qualitative methodology in Lüdke and André (1986) and is also supported by ethnographic elements André (2005). The results presented go beyond reaignifying the pagode baiano as a possibility to read the world from the artistic production of the peripheries, since the thematic sequence of the workshops privileged the multiletramentos and expressivity of the words that are also in circulation in the school, where the students themselves bring in their own bodies identities of their life histories.