MODOS DE REFERIR AS NEGRITUDES EM RELATOS AUTOBIOGRÁFICOS

Impactos das escolhas linguísticas na esfera discursiva na produção textual de alunos do 1º ano do Ensino Médio

Abstract

This paper is an excerpt from a dissertation requested by the Professional Master's Program in Letters (PROFLETRAS) at the Federal University of Pará (UFPA). It aims to focus on the processes of referencing and referential progression and the impacts that the choice of one linguistic form or another can have on the discursive sphere, starting from themes related to racial issues. Autobiographical narratives produced by first-year high school students were analyzed in order to verify their ways of referring to Blackness in their works. For this, authors such as Koch and Elias (2009, 2023), Lejeune (2008), Hall (2003), Carine (2023), Bento (2022), and Ramos (2018), among others, were used. Additionally, we consider the National Common Curricular Base – BNCC (2018), the Law of Guidelines and Bases of National Education (LDB) and law no. 10,639, of January 2003, which establishes the contents related to Afro-Brazilian History and Culture taught within the scope of the school curriculum. The hypothesis was that the autobiographical narrative genre constitutes a fertile ground for analyzing the ways in which Blackness is referred to, considering the research participants. As a result, it was found that the students' autobiographical narratives revealed diverse perceptions about racism, Black culture, and ethnic-racial relations. The referencing and referential progression strategies used by the students were strongly subjective, anchored in personal and affective experiences, as expected for the autobiographical narrative genre. They mobilized naming and retrieval strategies that revealed how the subjects involved are represented and discursively positioned.