Este artigo tem como objetivo analisar a representação das identidades sociais de raça e etnia que perpassam a imagem publicada em 2005 no jornal Folha de São Paulo. Para contextualizar a questão da identidade social de raça e etnia no Brasil, reflito sobre a questão da identidade e classificação de cor/raça/etnia. No artigo, faço a proposição de uma atividade de ensino utilizando os referenciais do letramento visual e do letramento crítico (BAMFORD, 2009; BROWETT, 2009; LANKSHEAR, 2002). Concluo que imagens publicadas pelos meios de comunicação são ferramentas que podemos utilizar como uma forma de letramento crítico e, assim, colaborar para uma leitura que possibilita a formação de cidadãos críticos.
This article analyzes how the social identities of black females are represented in English-language textbooks used in Brazil and Cameroon; the intention is to generate reflections on how these social identities are portrayed. This research is linked to my participation in an international research project involving universities in Brazil and Cameroon. In the article I analyze a textbook I collected in Cameroon (Bamenda) and another textbook that is used in Brazil. I address the following: 1) What are the results of studies regarding English-language textbooks, the social identities of black females, and intersectionality with the issues of race, gender and social class in Brazil? 2) What do English-language textbooks used in Brazil and Cameroon reveal about black females and intersectionalities with social class? The reference framework that supports this discussion includes the issues of intersectionality, race, gender and social class (CRENSHAW, 1991), as well as critical racial literacy (SKERRETT, 2011; MOSLEY, 2010, FERREIRA, 2015b). The article concludes that black females are less represented than males in textbooks used in both Brazil and Cameroon. In the case of Brazil, black females are less represented than black and white males, and white females.
This research reflects the experiences of language teachers regarding race and racism in their lives in Brazil. The three main research objectives were to examine how these teachers personally encountered racism; what these teachers' narratives reveal about racism and the way that they reflect about their own racial identities; and finally, how the experiences of these teachers were transformed into action in their language classrooms and in their private lives. The theoretical framework used was based on Critical Race Theory (CRT), which was the basis for data analysis (LADSON-BILLINGS, 1998, LADSON-BILLINGS AND TATE, 1995. The methodology for data gathering was autobiographical narratives about these teachers' experiences of race and racism. The results showed that in one way or other these teachers faced issues of race and racism in their own homes, in schools as students, in university as students, as well as in their own working environments.
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