Racial Literacies as Teaching Mediation Proposal and Responsible and Responsive Act

for an anti-racist education

Authors

DOI:

https://doi.org/10.48075/rt.v18i3.33718

Keywords:

Literacy, Raciality, Mediation, Responsive Attitude

Abstract

In the scope of the anti-racist fight, it is essential that we consider the importance of teaching in the face of racists attitudes that permeate not only the educational sphere, but also what is beyond the schools walls. Thus, considering the urgency of contributing to reformulate our structuralist racist society, this article aims at discussing the importance of teacher mediation as an active response position on what Law 10.639/03 determines, based on a presentation of an introduction proposal of didactic sequence. We accomplished a literature review about Racial Literacy and Critical Racial Literacy, and we anchored in the dialogical theory of discourse, as it enables an articulated understanding of constitutive social relations in discursive interactions. This text is a completed bibliographic research, whose epistemological approach is based on: Schucman (2012) on racial literacy; Ladson-Billings (1998) and Ferreira 2014;2015) about critical racial literacy; Vygotsky (2008) and Bakhtin (2011) regarding the mediation process and dialogism respectively, and Dolz et al. (2004) with regard to the guidelines on the elaboration of the proposition of the didactic sequence. Through the result of this research it is suggested the possibility of a teaching action capable of pointing out paths for the deconstruction and unlearning of being racist, based on the relevance of teaching mediation and the active responsive attitude for the student and the teacher him/herself.

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Author Biographies

Telma Sueli Farias Ferreira, Universidade Estadual da Paraíba - UEPB

Teacher of the English Literature course at UEPB campus I, has a master's degree in Linguistics from the Federal University of Paraíba (2011). She is a specialist in History of Philosophy from the Federal University of Paraíba (2002), and in Hospital Administration from the University of Ribeirão Preto (1989). She has a degree in English Literature (1996) and Administration (1986) from the State University of Paraíba (UEPB). She is a student at the Postgraduate course The Baktin Circle in Dialogue: language, culture and society (FAUSP). She developed coordination activities: in the English Literature course at UEPB between the periods of 2014-2016 and 2018-2023; at PIBID Letras Inglés from 2012 to 2017 and in the English Extension course for Teachers in Initial Training from 2018 to 2021. Conducts research focused on the work of the teacher, the construction of teacher identity, the teacher in initial and continuing training, production of sequences didactics with speech genres, anti-racist education and TDIC in English language teaching based on theoretical-methodological bases anchored in Critical Applied Linguistics, Critical Pedagogy, Digital Literacy, Dialogical Discourse Theory, Racial Literacy and Critical Racial Literacy. She is the author of the books Inglés Instrumental (2010) and Representações sobre o Agir - pathways to understanding the role of tutoring in EaD (2015), and organizes works based on the experiences of undergraduates in the context of teaching English, mainly within the scope of internship supervised. Member of the Technologies, Education, Media and Arts Research Group (GPTEMA/CNPq/UEPB), the Teacher Training in Foreign Languages ​​Research Group (GEFDLE/CNPq/UEPB) and the Brazilian Association of Black Researchers (ABPN). E-mail: proftelmasff@servidor.uepb.edu.br.

Samuel Sérgio Freitas Facundo, Centro Universitário Leonardo Da Vinci - Uniasselvi

Graduating in Portuguese Literature - degree from UNIASSELVI. Interest in the area of ​​linguistics applied to the Portuguese language, discourse studies and critical discourse studies. Currently, he teaches basic education in Portuguese, literature and writing. Postgraduate student in Bakhtinian studies (ongoing specialization in The Bakhtin Circle in Dialogue: language, culture and society at Faculdade Sudamérica, Brazil). Member of the research group Discourses in Dialogue (CNPq) led by prof. Dr. Cláudio Primo Delanoy (PUCRS).

References

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Published

28-11-2024

How to Cite

FERREIRA, T. S. F.; FACUNDO, S. S. F. Racial Literacies as Teaching Mediation Proposal and Responsible and Responsive Act: for an anti-racist education. Travessias, Cascavel, v. 18, n. 3, p. e33718, 2024. DOI: 10.48075/rt.v18i3.33718. Disponível em: https://saber.unioeste.br/index.php/travessias/article/view/33718. Acesso em: 14 apr. 2025.

Issue

Vol. 18 No. 3 (2024)

Section

LINGUAGEM

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