A naturalização do mito da democracia racial em livro didático de língua inglesa do ensino médio
Autor(a) principal: | |
---|---|
Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/30328 |
Resumo: | Teaching raciality and ethnic identity in schools has great social significance, since minority ethnic groups are influenced by racist discourses and practices on a daily basis. Therefore, we emphasize that democratic teaching not only embraces this racial plurality, it must also act in the construction of a positive identity for non-whites. Based on the assumption that identities are social constructions, this study aims to investigate how ethnic-racial relations and the teaching of Afro-Brazilian and African history and culture – stipulated for in Federal Law No. 10.639/2003 – are addressed in an English textbook approved by the National Textbook Program (PNLD/2021). In this sense, we aim to specifically analyze how black identity is represented in this English language textbook produced for High School. To theoretically support this investigation, we used the Pedagogy of Literacy (NEW LONDON GROUP, 1996; ROJO, 2012; KALANTZIS; COPE, 2020), particularly highlighting its contribution to the teaching of Critical Racial Literacy and, for the analysis of the textbook, we considered the Critical Genre Analysis (MOTTA-ROTH, 2008; MOTTA-ROTH; HEBERLE, 2015; FAIRCLOUGH, 1992). In order to identify to what extent and how the textbook explores ethnic-racial identities throughout its units, this qualitative research sought to examine how the verbal and non-verbal texts that compose the units instantiate these identities. That is, we aim to identify how verbal and non-verbal texts are used to teach ethnic-racial relations. Based on this premise, we focus especially on the instance of Relations proposed by Halliday and Hasan (1989), in order to point out the agency assumed by black identity in verbal texts and, for nonverbal texts, we adapt the Critical Visual Literacy matrix, proposed by Xavier (2019), since it stipulates guiding questions that develop interpretive criticality. The results showed that black racial identity occupies a relevant space in the construction of didactic units, which explore, particularly in non-verbal texts, representations in a realistic form, displaying photographs of real people while avoiding caricatures or childish figures, such as artificial cartoons. However, despite the recurrent presence of black racial identity in the units, it is little problematized and recurrently explored in harmony with other identities, building an artificial and superficial representation of these social relations, as well as corroborating for the naturalization of the racial democracy myth. |
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2023-10-10T15:22:31Z2023-10-10T15:22:31Z2023-04-14http://repositorio.ufsm.br/handle/1/30328Teaching raciality and ethnic identity in schools has great social significance, since minority ethnic groups are influenced by racist discourses and practices on a daily basis. Therefore, we emphasize that democratic teaching not only embraces this racial plurality, it must also act in the construction of a positive identity for non-whites. Based on the assumption that identities are social constructions, this study aims to investigate how ethnic-racial relations and the teaching of Afro-Brazilian and African history and culture – stipulated for in Federal Law No. 10.639/2003 – are addressed in an English textbook approved by the National Textbook Program (PNLD/2021). In this sense, we aim to specifically analyze how black identity is represented in this English language textbook produced for High School. To theoretically support this investigation, we used the Pedagogy of Literacy (NEW LONDON GROUP, 1996; ROJO, 2012; KALANTZIS; COPE, 2020), particularly highlighting its contribution to the teaching of Critical Racial Literacy and, for the analysis of the textbook, we considered the Critical Genre Analysis (MOTTA-ROTH, 2008; MOTTA-ROTH; HEBERLE, 2015; FAIRCLOUGH, 1992). In order to identify to what extent and how the textbook explores ethnic-racial identities throughout its units, this qualitative research sought to examine how the verbal and non-verbal texts that compose the units instantiate these identities. That is, we aim to identify how verbal and non-verbal texts are used to teach ethnic-racial relations. Based on this premise, we focus especially on the instance of Relations proposed by Halliday and Hasan (1989), in order to point out the agency assumed by black identity in verbal texts and, for nonverbal texts, we adapt the Critical Visual Literacy matrix, proposed by Xavier (2019), since it stipulates guiding questions that develop interpretive criticality. The results showed that black racial identity occupies a relevant space in the construction of didactic units, which explore, particularly in non-verbal texts, representations in a realistic form, displaying photographs of real people while avoiding caricatures or childish figures, such as artificial cartoons. However, despite the recurrent presence of black racial identity in the units, it is little problematized and recurrently explored in harmony with other identities, building an artificial and superficial representation of these social relations, as well as corroborating for the naturalization of the racial democracy myth.O ensino de racialidade e identidade étnica nas escolas tem grande significado social, uma vez que grupos étnicos minoritários são influenciados por discursos e práticas racistas diariamente. Dessa forma, destacamos o ensino democrático deve não só acolher essa pluralidade racial, como também deve agir na construção de uma identidade positiva para não-brancos. Partindo do pressuposto de que as identidades são construções sociais, este estudo tem como objetivo investigar como as relações étnico-raciais e o ensino de história e da cultura afro-brasileira, africana – previstas na lei Federal nº 10.639/2003 – são abordadas em um livro didático de língua inglesa aprovado pelo Programa Nacional do Livro Didático (2021). Nesse sentido, buscamos investigar como a identidade racial negra é representada nesse livro didático de língua inglesa, produzido para o Ensino Médio. Para subsidiar teoricamente a realização dessa investigação, utilizamos a Pedagogia dos Letramentos (NEW LONDON GROUP, 1996; ROJO, 2012; KALANTZIS; COPE, 2020), destacando particularmente sua contribuição para o ensino do Letramento Racial Crítico e, para a análise de livros didáticos, destacamos igualmente as contribuições da Análise Crítica de Gênero (MOTTA-ROTH, 2008; MOTTA-ROTH; HEBERLE, 2015; FAIRCLOUGH, 1992). Para identificarmos em que medida e como o LD explora as identidades étnico-raciais ao longo de suas unidades, esta pesquisa qualitativa procurou examinar como os textos verbais e nãoverbais que compõem as unidades instanciam essas identidades. Isto é, buscamos identificar como os textos verbais e não-verbais são utilizados para o ensino das relações étnico-raciais. Partindo dessa premissa, focalizamos especialmente a instância das Relações proposta por Halliday e Hasan (1989), procurando destacar a agência assumida pela identidade negra nos textos verbais e, para os textos não-verbais, adaptamos a matriz do Letramento Visual Crítico, proposta por Xavier (2019), uma vez que estipula perguntas-guias que buscam desenvolver a criticidade interpretativa. Os resultados mostraram que a identidade racial negra ocupa espaço relevante na construção das unidades didáticas, que exploram, particularmente nos textos não-verbais, representações de caráter realista, na medida em que utilizam fotografias de pessoas reais, evitando as caricaturas ou figuras infantilizadas, como desenhos animados artificiais. Entretanto, apesar da presença recorrente da identidade racial negra na obra, além de ser pouco problematizada, é recorrentemente explorada em harmonia com outras identidades, construindo uma representação artificial e superficial dessas relações sociais e corroborando para a naturalização do mito da democracia racial.porUniversidade Federal de Santa MariaCentro de Artes e LetrasPrograma de Pós-Graduação em LetrasUFSMBrasilLetrasAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessLivro didáticoLetramento racial críticoAnálise crítica de gênerosTextbookCritical racial literacyCritical genre analysisCNPQ::LINGUISTICA, LETRAS E ARTES::LETRASA naturalização do mito da democracia racial em livro didático de língua inglesa do ensino médioThe naturalization of the racial democracy myth in high school english textbooksinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisTicks, Luciane Kirchhofhttp://lattes.cnpq.br/7272164343733019Xavier, João PauloNascimento, Rosélihttp://lattes.cnpq.br/3988119474761987Cartaxo, Lorena Brito8002000000016006006006006001bb32a6c-2f0f-42ab-945d-59d8226dcb7e99fb5b55-885e-4950-962b-868c3e2fcc73acbeafae-60cb-430f-9129-88347d3f28fc07a97fef-4379-4b5d-b605-40a317621284reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.ufsm.br/bitstream/1/30328/2/license_rdf4460e5956bc1d1639be9ae6146a50347MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81956http://repositorio.ufsm.br/bitstream/1/30328/3/license.txt2f0571ecee68693bd5cd3f17c1e075dfMD53ORIGINALDIS_PPGLETRAS_2023_CARTAXO_LORENA.pdfDIS_PPGLETRAS_2023_CARTAXO_LORENA.pdfDissertação de mestradoapplication/pdf8606561http://repositorio.ufsm.br/bitstream/1/30328/1/DIS_PPGLETRAS_2023_CARTAXO_LORENA.pdf408e021ddcded1b01e187db58d4a864dMD511/303282023-10-10 12:22:31.864oai:repositorio.ufsm.br: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 Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2023-10-10T15:22:31Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
A naturalização do mito da democracia racial em livro didático de língua inglesa do ensino médio |
dc.title.alternative.eng.fl_str_mv |
The naturalization of the racial democracy myth in high school english textbooks |
title |
A naturalização do mito da democracia racial em livro didático de língua inglesa do ensino médio |
spellingShingle |
A naturalização do mito da democracia racial em livro didático de língua inglesa do ensino médio Cartaxo, Lorena Brito Livro didático Letramento racial crítico Análise crítica de gêneros Textbook Critical racial literacy Critical genre analysis CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
A naturalização do mito da democracia racial em livro didático de língua inglesa do ensino médio |
title_full |
A naturalização do mito da democracia racial em livro didático de língua inglesa do ensino médio |
title_fullStr |
A naturalização do mito da democracia racial em livro didático de língua inglesa do ensino médio |
title_full_unstemmed |
A naturalização do mito da democracia racial em livro didático de língua inglesa do ensino médio |
title_sort |
A naturalização do mito da democracia racial em livro didático de língua inglesa do ensino médio |
author |
Cartaxo, Lorena Brito |
author_facet |
Cartaxo, Lorena Brito |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ticks, Luciane Kirchhof |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7272164343733019 |
dc.contributor.referee1.fl_str_mv |
Xavier, João Paulo |
dc.contributor.referee2.fl_str_mv |
Nascimento, Roséli |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3988119474761987 |
dc.contributor.author.fl_str_mv |
Cartaxo, Lorena Brito |
contributor_str_mv |
Ticks, Luciane Kirchhof Xavier, João Paulo Nascimento, Roséli |
dc.subject.por.fl_str_mv |
Livro didático Letramento racial crítico Análise crítica de gêneros |
topic |
Livro didático Letramento racial crítico Análise crítica de gêneros Textbook Critical racial literacy Critical genre analysis CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
Textbook Critical racial literacy Critical genre analysis |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
Teaching raciality and ethnic identity in schools has great social significance, since minority ethnic groups are influenced by racist discourses and practices on a daily basis. Therefore, we emphasize that democratic teaching not only embraces this racial plurality, it must also act in the construction of a positive identity for non-whites. Based on the assumption that identities are social constructions, this study aims to investigate how ethnic-racial relations and the teaching of Afro-Brazilian and African history and culture – stipulated for in Federal Law No. 10.639/2003 – are addressed in an English textbook approved by the National Textbook Program (PNLD/2021). In this sense, we aim to specifically analyze how black identity is represented in this English language textbook produced for High School. To theoretically support this investigation, we used the Pedagogy of Literacy (NEW LONDON GROUP, 1996; ROJO, 2012; KALANTZIS; COPE, 2020), particularly highlighting its contribution to the teaching of Critical Racial Literacy and, for the analysis of the textbook, we considered the Critical Genre Analysis (MOTTA-ROTH, 2008; MOTTA-ROTH; HEBERLE, 2015; FAIRCLOUGH, 1992). In order to identify to what extent and how the textbook explores ethnic-racial identities throughout its units, this qualitative research sought to examine how the verbal and non-verbal texts that compose the units instantiate these identities. That is, we aim to identify how verbal and non-verbal texts are used to teach ethnic-racial relations. Based on this premise, we focus especially on the instance of Relations proposed by Halliday and Hasan (1989), in order to point out the agency assumed by black identity in verbal texts and, for nonverbal texts, we adapt the Critical Visual Literacy matrix, proposed by Xavier (2019), since it stipulates guiding questions that develop interpretive criticality. The results showed that black racial identity occupies a relevant space in the construction of didactic units, which explore, particularly in non-verbal texts, representations in a realistic form, displaying photographs of real people while avoiding caricatures or childish figures, such as artificial cartoons. However, despite the recurrent presence of black racial identity in the units, it is little problematized and recurrently explored in harmony with other identities, building an artificial and superficial representation of these social relations, as well as corroborating for the naturalization of the racial democracy myth. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-10-10T15:22:31Z |
dc.date.available.fl_str_mv |
2023-10-10T15:22:31Z |
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2023-04-14 |
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por |
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Universidade Federal de Santa Maria Centro de Artes e Letras |
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