Letramentos críticos com perspectiva decolonial de gênero social: uma experiência socioescolar de leitura e de produção de textos a partir do romance Desmundo

Abstract

Considering that school literacy practices constitute social actions, through the use of language, capable of build ourselves as creative agents, the present work aims to discuss a pedagogical practice based on the reading of the novel Desmundo by Ana Miranda (1996) and on the production of reading diaries, for the high school students, with a focus on critical reading about representations of social gender based on feminist Critical Discourse Studies. For this, we will describe the process of elaboration the sequence of pedagogical activities, and we will discuss the proposal of text production, built on the base of the reading of the mentioned book. For the description and discussion of this literacy practice, we use the decolonial proposal of Critical Discursive Studies (Resende 2019, Vieira, 2019) based on Chouliaraki and Fairclough (1999) and Fairclough (2003), the Generified Critical Discourse Analysis (Gome, 2020), Intersectional and Decolonial Theories (Akotirene, 2019; Carvalho and Costa, 2020, Lugones, 2007) and the theoretical assumptions of critical literacy pedagogy (Kalantzis et al., 2020). As a result, we emphasize the potential of the socio-school experience to trigger reflexive and critical reading and writing processes capable of contributing to the decolonization of sociohistorically constituted representations and discourses that condition asymmetrical gender relations.