Multiletramentos e decolonialidades no ensino de literaturas afro: experiências com o Portal Inter@ge Professor

Abstract

This paper aims to show the importance of including multilearning in the teaching of Afro literature in basic education, with a focus on promoting inclusive pedagogical practices. The study is based on the need to rethink the teaching of literature, broadening it to encompass the cultural and linguistic diversity of Afro narratives through multilearning, i.e. multiple ways of working with this teaching. African peoples have had a huge influence and continue to have a positive influence on Brazil's cultural process. However, we realize that despite the advances in teaching, this culture is unfortunately still little explored in schools. In view of this, it is worth mentioning that there are countless possibilities for giving more focus and visibility to the teaching of Afro literature, considering the large number of works written by Afro authors. With this in mind, we carried out a qualitative bibliographical and documentary study, in which we analyzed various didactic proposals aimed at teaching Afro literature from the digital platform Portal Inter@ge Professor, produced by undergraduates on the Letters course at the State University of Maranhão - UEMA / Campus Balsas. To this end, the problem that guides our research is: How can the decolonial formative proposals with multilearning, made available on the Inter@ge Professor Portal, contribute to the teaching of/with Afro literatures? With this in mind, our general objective is to analyze multilearning processes in teacher training, based on decolonial proposals for teaching Afro-literatures on the Inter@ge Professor Portal. Specifically: a)To identify which didactic proposals for teaching Afro-literatures are being made available on the Inter@ge Portal; b)To investigate whether and how didactic proposals for teaching Afro-literatures can contribute to intercultural and decolonial education in teacher training; c)To discuss how (future) teachers value multilearning in their proposals for teaching Afro-literatures. Based on the analysis of the teaching proposals, we understand that the authors have demonstrated satisfactory results with regard to the integration of multilearning in the teaching of Afro literatures, since these multiple pedagogical practices enable greater student engagement by connecting literary content to their social and cultural realities, promoting discussions about identity and history.