Cultura escrita e Educação de Jovens e Adultos: as narrativas negras para práticas antirracistas e antissexistas na produção de material didático para a EJA

Abstract

This research was developed as part of the Professional Master's Degree Program in Letters - PROFLETRAS - at the Federal University of Bahia - UFBA, and is presented as a memoir of academic training, which begins with the author's self-investigation into the memories that were significant and decisive in his choice of profession and his classroom practices, based on reflections on his basic and academic training and the experiences he has already accumulated in his professional life as a black man. In this journey of recovering memories, the author highlights the primordial role of his mother, a black woman, in his literacy processes, so that, as a teacher and researcher, he realizes that the Youth and Adult Education (EJA) classes for which he teaches are also made up mostly of black women, who suffer aesthetic, social and epistemic erasure in the textbooks of this type of education. This gave rise to the author's interest in investigating this issue from an intersectional perspective. The aim of the study is to reflect on the impact caused by racism and sexism on students in the final grades of EJA elementary school, belonging to the Brotas territory, with the product of proposing didactic workshops on anti-racist and anti-sexist reading and writing, which value the daily literacy of each student involved, with the aim of making the history of Africa and African Brazil present on the classroom floor, stimulating behaviors of otherness, solidarity and tolerance, generating debate and combating the racism, sexism and discrimination that still affect the black population, especially women, in Brazil. Biographical narratives were chosen as the basis for the development of reading and writing practices, as they directly and daily influence the lives of students in their literacy practices, through various agents. In this way, the concept of Escrevivência, defended by Conceição Evaristo (2020) is the basis for this work. This study is based on the conceptions of social literacy - black and reexistence - discussed by Souza (2011) and Freitas (2022). The theoretical basis for anti-racist and anti-sexist pedagogy in youth and adult education (EJA) is based on bell hooks (2017), Sueli Carneiro (2011 and 2023), Nilma Gomes (2001, 2005, 2010 and 2017), Kabengele Munanga (2000, 2004, 2005 and 2006), Natalino Silva (2010, 2017 and 2023), Aldaíce Rocha (2018) and Severino Reis (2021). The study of didactic material and the proposals for didactic-pedagogical workshops are based on the contributions of Ana Célia da Silva (2001, 2005, 2011 and 2019), Gabriel Nascimento (2019) and Conceição Evaristo (2020). This propositional research has enabled a deeper analysis of teaching practice, highlighting the importance of considering Portuguese language teaching as an instrument capable of promoting listening, dialogue, reflection and empowerment of students, awakening in them autonomy as builders of a new history, individual and collective, in favor of a more equitable society, free from oppression.