Banca de QUALIFICAÇÃO: EDILMA DA SILVA CORTEZ

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : EDILMA DA SILVA CORTEZ
DATE: 20/03/2026
TIME: 15:00
LOCAL: GOOGLE MEET
TITLE:

Teaching Black-Brazilian Literature through digital and literary literacy perspectives: an experience in high school

KEY WORDS:

KEYWORDS: Digital literacy. Literary literacy. Black-Brazilian literature. Anti-racist education.

PAGES: 114
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

The research Teaching Black-Brazilian Literature through digital and literary literacy perspectives: an experience in high school aims to promote the teaching of Black-Brazilian Literature through digital and literary literacy strategies to foster anti-racist education in high school. It originated from observing gaps in the digital literacy of young people, frequently limited to entertainment, and the persistence of racism in society, alongside its escalation in virtual environments. This scenario requires a significant role from schools in citizenship education and in confronting racial prejudice, a context in which the teaching of Black-Brazilian Literature, approached through the lens of literary literacy, serves as a privileged tool. By combining both literacies, the study seeks to foster a humanizing and critical experience, developing students capable of identifying and combating racism in both physical daily life and digital environments. From a theoretical standpoint, the research is organized into three axes: Digital Literacy, Literary Literacy, and Black-Brazilian Literature. Initially, digital and literary literacies are addressed through the perspective of multiliteracies (Rojo & Moura, 2012), highlighting how they contribute to the appreciation of cultural diversity and the enhancement of skills related to multiple languages and the production of multimodal texts. Digital literacy is understood as a set of skills necessary to effectively and critically understand and use digital tools in various spheres of human life (Ribeiro & Coscarelli, 2014; Dudeney, Hockly & Pegrum, 2016), establishing its typology and its relationship with a proposal for anti-racist education (Silva, 2021). Literary literacy is understood as the process of appropriating literature as language (Cosson, 2014; Cerviere, 2014; França & Rodrigues, 2023), highlighting its connection to the humanizing power of Literature (Cândido, 2012) and, consequently, to the promotion of anti-racist education. Black-Brazilian Literature is presented as a literary branch socially and politically engaged in confronting racism in Brazil (Cuti, 2014; Santos, 2018; Souza, 2023), situating it in relation to the phenomena that constructed and sustain racial prejudice in western society: the narcissistic pact of whiteness and white privilege (Bento, 2023; Pinheiro, 2023). Methodologically, this is a qualitative and interpretative action research (Thiolent, 1986; Bogdan & Biklen, 1991), developed in a 12th-grade high school class at the Tristão de Barros Full-Time State High School, located in Currais Novos/RN, during March and April 2026. The strategy used was the application of an expanded didactic sequence (Cosson, 2014), based on the study of the work Olhos d’água, by Conceição Evaristo, which culminated in the production of a podcast episode synthesizing the readings and reflections undertaken by the students. The execution of the work demonstrated the gradual engagement of the students, both due to the proposed theme and the types of activities developed, despite some difficulties and limitations inherent to the context of the Brazilian public school system.

COMMITTEE MEMBERS:
Presidente - 1728675 - GIANKA SALUSTIANO BEZERRIL DE BASTOS GOMES
Interna - 1169325 - VALDENIDES CABRAL DE ARAÚJO DIAS
Externo à Instituição - JÚLIO CESAR ROSA DE ARAÚJO