Aula de língua portuguesa, gênero e raça na educação técnica integrada ao ensino médio: diálogos e deslocamentos
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2013-12-06
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Universidade Federal de Goiás
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This research is guided by reflection on the gender and race identity constitution processes, in their intrinsic relationship with linguistic and educational practices, sociohistorical contexts and power structures, especially the ones related to the Portuguese language class. We are, therefore, arguing that the classroom, despite its limitations and contradictions, is a place of interaction, social identities constitution, collective reflection, teaching the human condition, knowledge production, citizenship exercise, and both freedom and indignation practice. In such space, where inclusion and discrimination practices paradoxically coexist, continuities as well as possibilities of resignification and change are configured. From these considerations and informed by an extensive legal, documental, theoretical and political apparatus, we developed, at the Instituto Federal de Goiás/Campus-Inhumas, a study group entitled Language and identity practices, with the purpose of reading and discussing different text genres, enabling dialogue, reflection and exchange of experiences about the linguistic practices and gender and race identities constitution. In the intersection of empirical material produced by the group and theoretical and documental references, we take into consideration the contextual, interactional and ideological malleability, which justified thinking the featured topics from the analytical categories of conformations, ambiguities and transgressions. Although the study group did not abandon rooted conceptions of text, class and identity, as well as explicit and implicit forms of prejudice, in the confluence of themes and categories, it revealed itself as a possibility for political action, collaborative reflection and human, educational and social transformation.
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FREITAS, James Deam Amaral. Aula de língua portuguesa, gênero e raça na educação técnica integrada ao ensino médio: diálogos e deslocamentos. 2013. 251 f. Tese (Doutorado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2013.