Letramento racial crítico: um estudo do preconceito racial em textos de estudantes do 8º ano do ensino fundamental de uma escola pública de Humaitá-AM

Abstract

This course conclusion work (TCC) aims to investigate, through the texts of 8th-grade students from a public school, how they perceive and confront racial prejudice. The study shows that racism, especially when it occurs in the school environment, affects the academic development, identity, and emotional well-being of the students who experience it. The research adopts a qualitative, interpretative approach, supported by authors such as Soares (2012, 2014), Ferreira (2015), Moita Lopes (1994), Moura (2014), and Souta & Jovino (2019), among others, with the goal of analyzing meanings and identifying the senses present in the texts produced by young people. The work is composed of sixteen writings created during a Portuguese Language activity and interpreted according to authors of Critical Racial Literacy, whose theories support reflections on anti-racist education and transformative school practices. The study concludes that the students understand and recognize the existence of racial prejudice and the importance of combating racism both in school and in society as a whole. It should also be noted that educational institutions need to be more committed to developing an anti-racist education within the school environment.