Discurso, identidade e raça no ensino médio : a perspectiva dos letramentos críticos

Abstract

This research is situated within the perspective of Critical Literacy regarding discourse, identity, and race. This study investigated the linguistic markers that revealed how first-year high school students from a public school in Várzea Grande, MT, constructed their social identities. The research was developed through a Portuguese Language Workshop, which consisted of a total of five meetings with the participation of 18 students. In these meetings, reading and writing activities were carried out with the following text genres: self-portrait, song, poem, and poster. From this set of genres, four were selected as products of the workshop: word cloud, poem, digital poster, and personal narrative. Discourse analysis made it possible to generate data that revealed the students' subjectivities, highlighting the nuances of the linguistic elements present in their discourses on identity and race. Methodologically, the framework is qualitative with a case study and action research method, especially since it is a study involving a group of first-year high school students. This research is based on the discursive theory of Gee (2005, 2014) and other linguistic theorists such as Moita Lopes (2023, 2006, 2010), Pennycook (1990, 2006), Leffa (2006, 2012), and Rojo (2009, 2012). The research data demonstrated that the thematic axis of identity and race allowed students to express their subjectivities in relation to their own perception and formation. Furthermore, the linguistic markers revealed the intersection of multiple discourses that favored both critical development and the strengthening of students' positions. These data evidenced the identity constructions in dialogue with racial issues, as well as highlighting the potential of students' discursive competencies. It was observed, thus, that they are in a continuous process of identity construction and that they are moving towards perceiving themselves as capable of transforming their realities.