Construction of antiracist practices for literacy in multiliteracy

Abstract

The present study aims to report the experiences lived in a literary conversation circle. This circle was composed by kindergarten students from a basic education school. A book called “E pele tem cor?” by Fabiana Barboza and Ayodê França (2012). The text intends to promote a didactic reflection about racism, discussing a subject that is present on children’s and school’s universes: skin colours. Naturalizing diversity reinforces the idea that we are all different, but every individual is important for the construction of the whole. As racism is still a social issue, it is fundamental for the schools to promote actions for reflection and confronting racism. Starting from the perspective of “Pedagogy of Multiliteracies” (CAZDEN et al., 2021; ROJO, 2009; e ROJO e MOURA, 2012; 2019), a workshop was elaborated in attempt to contextualize the theme by exploring the four processes of learning as proposed by Lim, Cope and Kalantzis (2022): experiencing, conceptualizing, analyzing and applying. Beyond that, for the reading moment the perspective of “Reading Circle” as defined by Cosson (2010, 2022). Possibilities of construction of meanings for narrative were developed via literacy teaching. In this regard experiences were conducted to promote reflections for the children about relations between speech and writing. Students also had the opportunity to be active agents and producers of artifacts with intercommunication purposes (designers) with multimodality and multimedia (virtual game, Wordwall) as basis.