Banca de DEFESA: MARA CRISTINA ELIODORO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : MARA CRISTINA ELIODORO
DATE: 29/05/2026
TIME: 09:30
LOCAL: Plataforma RNP https://conferenciaweb.rnp.br/sala/maria-do-rosario-da-silva-roxo
TITLE:

ADULT EDUCATION AND BLACK-CENTERED RELATIONSHIPS: DECONSTRUCTING PARADIGMS IN A DIALOGIC AND MULTICULTURAL CONTEXT AMONG SETTLERS, PEOPLE OF MIXED RACE, AND BLACK PEOPLE IN A SUBURBAN RURAL SCHOOL

KEY WORDS:

Black affectivity; Adult education; Field school; Ethnic-racial consciousness; Narratives

PAGES: 150
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUBÁREA: Língua Portuguesa
SUMMARY:

This study aims to draw on existing knowledge to co-construct a plural ethnic-racial consciousness in reading practices within the Adult and Youth Education (EJA) program at a rural elementary school. With Black and mixed-race students, a reflective reading activity is conducted, followed by open-ended questions, aiming to produce narratives that reveal, within their Labovian structure (LABOV, 1972, 2008 [1972]). Qualitative and interpretive in nature, the study integrates Discourse Analysis (ORLANDI, 2001, 2007, 2013)—which conceives of discourse as a social practice shaped by ideology and historicity—with the concept of literacy as a discursive practice and the “broader understanding of reading as a social construction of meaning,” in which individuals produce socially situated meanings. From the perspective of Moita Lopes (1994, 1995, 2002, 2004, 2006), for whom “access to the social practice of reading must give students the possibility of critically recreating for themselves the meanings that the school emphasizes.” The pedagogy of affect (HOOKS, 2010, 2017, 2018, 2019a, 2019b, 2020, 2021, 2023) offers support for a welcoming listening to historically silenced voices, while Fanon (1968, 2008) contributes to reflecting on the effects of coloniality and the urgency of anti-racist practices. This study seeks to understand how the narratives of students at a rural school, intertwined with collective memory and everyday experiences, generate meanings regarding identity, work, territory, and Blackness. Thus, reading is reaffirmed as a practice of resistance, of meaning-making, and of Black affectivity, contributing to processes of self-transformation (COUTO; JOVINO, 2022) in the ethnic-racial and sociocultural spheres.

COMMITTEE MEMBERS:
Externa à Instituição - FERNANDA VIEIRA DA ROCHA SILVEIRA - UERJ
Interna - 2327924 - LUIZA ALVES DE OLIVEIRA
Presidente - 1450409 - MARIA DO ROSARIO DA SILVA ROXO