Projeto 20 de novembro: contribuindo no despertar de consciências

Abstract

Law number 10.639/03, present in the guidelines and bases of Brazilian education, leads a positive approach when working with Afro-Brazilian culture within school curriculum. Even so, in many realities there is still the problem of how to carry out such activity. From this premise, this work aims to offer an educational product, named Project November 20th, in which the station rotation methodology is used as a basis from the perspective of critical racial literacy in the search for the construction of a collective intelligence, aiming contribute to a content approach that values the culture proposed by law, using selected literary works and digital platforms. Basing the project, besides the Law 10.639/03, were used the authors Ferreira (2015) and Souza (2011) with critical racial literacy, an essential point of the project; Horn and Staker (2015), with the model of active methodology station rotation, which was structured taking as inspiration the expanded didactic sequence of Cosson (2018). As a result, it could be seen that activities that gradually involve students in the reading process stimulate the development and perception of the works content, as well as the critical nature present in them. In addition, there is a stimulus in the formation of students as analytical individuals who are able to present and re-signify the purpose of their readings in the construction of a collective intelligence, as proposed by Pierre Lévy (2015), author used to understand the information collected in the project's applications.