Análise discursiva das constituições identitárias negras: afrovivências numa turma do ensino fundamental II

Abstract

In the present paper I conduct, with a qualitative methodological basis (FLICK, 2013; LÜDKE & ANDRÉ, 2004), in the seventh grade class of elementary school II at a public school in Maceió/AL. I aim to outline a theoretical-practical reflection about black identity constitution and its relevance in teaching and learning practices of the Portuguese language (GERALDI, 1997, 2010; SOUTO MAIOR, 2009), bringing to the fore discursive analysis of discursive-textual productions, obtained through applications of Afro-Brazilian literary workshops and ethnic-racial forms. Therefore, I adopt the dialogical conception of language / language (BAKHTIN & VOLOSHÍNOV, 2003; BAKHTIN, 1997), in interface with the postulates of cultural and identity studies (HALL, 2002; 2006; HALL, 2002; MOITA LOPES, 2002); ethnic-racial (MUNANGA, 2002; 2003); decolonial (FANON, 2008; OLIVEIRA, 2020) and Applied Linguistics (FABRÍCIO, 2006; MOITA LOPES, 2006; SOUTO MAIOR, 2018; 2019). Based on the analysis of the Surrounding Discourses (SOUTO MAIOR, 2009; 2018; 2019) and on the discursive-linguistic evidence observed, it is evident that, despite having elementary knowledge of the socio-historical, cultural and value aspects that engende the ethnic-racial identity constitution, specifically the black one many of these conceptionsare still rooted in old common sense ideological patterns, based on Eurocentric racial engaging discourses prevalent in the current society, as well as in the school space.