"Ela parece a empregada da minha casa": a relevância do letramento racial crítico para a formação docente

Abstract

The present research, which focuses on the investigation field of Applied Linguistics, aim to problematize about literacies, that have been demanded to reach wide theoretical studies based on Social Literacy Street (1984); Street (2014). On this perspective, if literacies are resided themselves with new possibilities for discussion, thus, challenges to reflect primarily on Critical Racial Literacy arise. Gandin (2002); Billings (2008); Tate (1997) and Ferreira (2006b); Ferreira (2010); Ferreira (2014a); Ferreira (2015); Ferreira (2017); Souta (2017) and among others. Therefore, since Critical Racial Literacy has been happening and occupying spaces, or not, mainly in the school scope, more precisely in areas related to critical reflection and problematization for the teaching professional. In this sense, taking into account an emerging demand to approach social literacy, the present investigation is justified by problematizing Critical Racial Literacy. The object of study is racial relations and ethnic-normative discourses surrounding school environments, to which nuclei of teacher training are integrated. In addition, we sought to reflect on teachers’ identity and the situations of racism and antiracist atitudes experienced by them in school sphere, or not. In order to achieve this objective, a workshop was proposed, aimed at training teachers who are still in training, licentiate students, participants of the project of teaching initiation / PIBID of Letter career, contemplating audiovisual, imagery, musical and textual resources among others to lead to discussions about racial issues and school environments. Afterwards, writing of narratives Souza (2014) and Ferreira (2014a); Ferreira (2015); Ferreira (2017) was proposed, listing situations experienced by teachers about racism in school or not, and possible alternatives for the re-signification of a discriminatory culture, reaching conceptual principles of Critical Racial Literacies. Therefore, the methodology chosen was qualitative Goldemberg (2004); interpretative qualitative Lopes (1994a) and documentar research Fonseca (2002), Cellard (2008) and Appolinario (2009) among others. At this stage, with the study undertaken, it was found that bringing teaching professionals who are still in training as critical participants in methodological practices contributes to the promotion of (re)signification of knowledge of racial relations they already have, becoming even more literate, which further strengthens their critical and reflective position, therefore, their identities, both as teachers in training and citizens, thus contribute to consolidate Critical Racial Literacy.