Multiletramentos com literaturas afro para além da escola: diálogos e perspectivas decoloniais

Abstract

With Law 10.639/03, which made it mandatory to teach Afro-Brazilian and African history and culture in schools (Brazil, 2003), there was a significant milestone in the process of incorporating knowledge related to African and Blackness in the official documents governing education in Brazil. However, despite the progress, there are still challenges to be overcome, considering that often African literature is approached superficially, focusing only on certain authors and works, without exploring the full cultural and linguistic diversity of the continent and its implications in Brazilian history and cultures. In this sense, we conducted a qualitative research, including bibliographic, documentary, and case study types, aiming to investigate the discourses of future teachers, undergraduates in the Letters program at the State University of Maranhão - Campus Balsas, regarding the teaching and learning of Afro literature. Thus, the following issues guide this research: How do the discourses present in the didactic project proposals (PPD) demonstrate a responsive stance from the authors and future Afro literature teachers? And how do these discourses dialogue with decoloniality? In this regard, the corpus of this work is the didactic project proposals (PPD) inserted in the chapters of the e-book Discovering Afro Literature beyond the school - Vol. II. Our analysis is based on the studies of the Bakhtin Circle and Dialogical Discourse Analysis (Bakhtin, 2003; Brait, 2014; Faraco, 2009), as well as research on Teacher Education (Freire, 1970; 1982; 1996; Candau 2018; Nóvoa, 2022), Multiliteracies Pedagogy (The New London Group, 1996; Rojo, 2015; Kleiman, 1995; 2006; 2008), and Decolonial Studies (Walsh, 2005; 2009; 2013; Mignolo, 2005; Quijano, 1992; Maldonado-Torres, 2007). Based on the discussion of the discourses, we understand that future teachers and authors of PPDs demonstrated positions that highlight pedagogical strategies as instruments capable of breaking colonial patterns within formative spaces, promoting education more committed to social transformation.