O Slam ocupa a aula: uma pesquisa interventiva por meio de uma sequência didática de gênero para o 9º ano do ensino fundamental

Abstract

This research falls within the field of Applied Linguistics and investigates the possibilities of incorporating Afro-Brazilian culture into Portuguese language classes through the slam poetry genre, in accordance with the guidelines of Law No. 11,645/08, which mandates the teaching of Afro-Brazilian and Indigenous History and Culture. It stems from the recognition of a gap between legal requirements and their actual implementation in pedagogical practices, prompting the following research question: how can a Genre-based Didactic Sequence (DS) centered on slam poetry contribute to the development of language capacities and the promotion of critical racial literacy among 9th-grade middle school students? From this perspective, the main objective is to investigate how working with the slam genre in an educational setting fosters students' language capacities and promotes critical racial literacy practices. This is a qualitative study designed as a pedagogical intervention, developed through the creation and application of a Genre-based Didactic Sequence (DS) in a 9th-grade class at a public municipal middle school in Nova Andradina, Mato Grosso do Sul, Brazil. The theoretical and methodological framework is grounded in the tenets of Socio-Discursive Interactionism for textual analysis—specifically its didactic branch regarding the teaching of textual genres. In the realm of race and language studies, the research is anchored in the Critical Racial Literacy framework combined with the concept of Literacy of Re-existence (Souza, 2011), understanding language as a social practice capable of promoting critical reflection, identity construction, and the confrontation of racial inequalities. Data were collected from the students' initial and final productions, which were analyzed through the lens of language capacities proposed by Socio-Discursive Interactionism and the principles of Critical Racial Literacy.