As poéticas negras brasileiras nos livros didáticos de língua portuguesa do ensino médio: ausências, presenças e possibilidades de uma educação antirracista.

Abstract

The present thesis sought to broaden the discussions on the role of teaching materials in the debates regarding race relations concerning the presence and the absence of Brazilian Black Poetics (BBP) in the didactic projects of five collections that circulate in public schools in Brazil, published in the year of 2013. The research focused on raising reflections about the didactic-aesthetic and ideological-discursive approaches aimed at the BBP, which could provide students-readers, the main interlocutors, with a critical appropriation of the issues that are relevant to their historical-cultural reality and their ethnic-racial identity, especially about discussions of race, racism, and anti-racism. In order to investigate the problem, a discursive approach was chosen, since it is a qualitative research with a socio-historical orientation. This choice serves our analytical purposes more adequately due to the fact that it focuses on the analysis and reflection on features, not on descriptive or statistical information processes. The selected didactic manuals that make up the corpora are included in the list suggested in Guia de Livros Didáticos (Guide of Teaching Material) from the Programa Nacional do Livro Didático para o Ensino Médio (National Program for High School Teaching Material) of the Ministry of Education, responsible for the evaluation, purchase and distribution of didactic material in public schools of Basic Education. In view of the data found, it has been identified that issues related to black culture are not made visible and, when present, there is not critical and aesthetic value in the didactic treatment, as determined by the law 10.639 / 2013. The assumptions for understanding the data were inspired by critical discourse analysis (FAIRCLOUGH, 2001; VAN DIJK, 2008), critical social theory (THOMPSON, 2011), and decolonial theory (QUIJANO, 2005; MALDONADO-TORRES, 2019), with the objective of problematizing and discussing speeches and ideologies, tackled in a naturalized and masked way, also as a symbolic form of power that marks the discourse of coloniality in the didactic approaches of the teaching material. The collected information was analyzed taking into account the context of production and discourse as a social practice, including the relations of power, dominance, discrimination, and control. After the analysis, it was noticed the maintenance of structural racism, as the Brazilian Black Poetics, representing the materiality of black bodies, is not present in official spaces of knowledge. Concurrently, epistemic racism is present in most didactic proposals, as black culture is not a reference of knowledge and a prestigious factor for those who study Portuguese. However, in an insignificant number, the material presents itself with didactic approaches that discreetly announces the overcoming of the silencing and (or) racist discourse in one of the analyzed collections. Thus, the structural racism and the epistemic racism, existent in the most widely distributed didactic book collections in the country, allowed us to infer that the intellectual status of black authorship and its anti-racist poetics are not considered as an epistemic reference for the reading and cultural formation of student-readers who use didactic books of Portuguese, contrary to the assumptions of the law 10.639 / 2013. This symbolic violence, produced by the didactic books of Portuguese, should be called intellectual racism.