O PRETUGUÊS EM SALA DE AULA: RACISMO LINGUÍSTICO E AS PRÁTICAS PEDAGÓGICAS DA(O) DOCENTE DE LÍNGUA PORTUGUESA

Lucas Anderson Neves de Melo; Ane Patrícia Viana José de Mira

doi:10.5216/ia.v46i3.67796

THE PRETUGUÊS IN THE CLASSROOM: LINGUISTIC RACISM AND THE PEDAGOGICAL PRACTICES OF THE PORTUGUESE LANGUAGE TEACHER

Authors

Lucas Anderson Neves de Melo Universidade Federal do Piauí (UFPI), Teresina, Piauí, Brasil, lnanderson95@gmail.com https://orcid.org/0000-0002-8266-9634
Ane Patrícia Viana José de Mira Universidade do Vale do Rio dos Sinos (UNISINOS), São Leopoldo, Rio Grande do Sul, Brasil, ane.mira23@gmail.com https://orcid.org/0000-0002-8175-8213

DOI:

https://doi.org/10.5216/ia.v46i3.67796

Abstract

This article addresses the theme of teaching pedagogical practices to combat racism in Portuguese language classes. Thus, we aim to examine the possible relationships between linguistic racism and the pedagogical practices of the Portuguese-speaking teacher, with a view to easing and / or overcoming raciolinguistic exclusion mechanisms in the school environment. From the objective outlined, we opted for qualitative research, of the descriptive-explanatory type, with a narrative approach, with a decolonial bias. The intended discussion points to the need to rethink editorial and public policies about textbooks; reorganize the school curriculum in order to effectively insert the themes of Africanities, Afro-descent and racialization in the syllabus of high school and restructure the curriculum policies of Portuguese-speaking teacher training courses. Because such gaps generate an complicity between school education and the process of silencing the pretuguese. The discussion also highlights the need for teachers to develop a reflexive and ontological pedagogical practice around the problematic of linguistic racism.

KEYWORDS: Education for Ethnic-racial Relations. Pedagogical Practices. Pretuguese. Linguistic Racism.

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Author Biographies

Lucas Anderson Neves de Melo, Universidade Federal do Piauí (UFPI), Teresina, Piauí, Brasil, lnanderson95@gmail.com

Mestrando pelo Programa de Pós-Graduação em Letras (PPGEL) da Universidade Federal do Piauí. Especialista em Língua Portuguesa e Literatura Brasileira pela Faculdade FAMART. Graduado em Letras Português-Francês e suas respectivas Literaturas pela Universidade Federal do Piauí (UFPI). Membro do Núcleo de Pesquisa em Africanidades e Afrodescendência (ÌFARADÁ) e membro do Grupo de Pesquisa Teseu, o Labirinto e seu Nome.

Ane Patrícia Viana José de Mira , Universidade do Vale do Rio dos Sinos (UNISINOS), São Leopoldo, Rio Grande do Sul, Brasil, ane.mira23@gmail.com

Doutoranda em Educação (Unisinos). Mestra em Educação (Universidade La Salle). Especialista em Gramática e Ensino de Língua Portuguesa (UFRGS). Especialista em Coordenação Pedagógica (UCDB). Especialista em Educação Especial Inclusiva (UGF). Licenciada em Letras (Universidade La Salle). Licenciada em Pedagogia (Uninter). Atua como docente do curso de Pós-graduação em Gestão Escolar e Coordenação Pedagógica na Verbo Educacional e é professora de Língua Espanhola no Ensino Médio da rede privada de ensino em Porto Alegre e Canoas.

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Published

2021-12-24

How to Cite

MELO, L. A. N. de; VIANA JOSÉ DE MIRA , A. P. THE PRETUGUÊS IN THE CLASSROOM: LINGUISTIC RACISM AND THE PEDAGOGICAL PRACTICES OF THE PORTUGUESE LANGUAGE TEACHER. Journal Inter-Ação, Goiânia, v. 46, n. 3, p. 1395–1412, 2021. DOI: 10.5216/ia.v46i3.67796. Disponível em: https://revistas.ufg.br/interacao/article/view/67796. Acesso em: 17 jul. 2024.

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Issue

Vol. 46 No. 3 (2021): Black Pedagogies: political practices, epistemologies and praxis

Section

Dossier Articles

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