Letramento racial e educomunicação na escola pública estadual: a produção audiovisual como expressão do protagonismo juvenil no ensino médio

Abstract

Inspired by the idea that historically silenced subjects need to narrate their own stories, this dissertation understands narrative as a political, formative, and epistemological act in response to school and media traditions that have historically erased Black voices and experiences. The research was guided by the following question: how can audiovisual production, grounded in the principles of educommunication and guided by an anti-racist and decolonial perspective, express the youth protagonism of high school students? The general objective was to analyze audiovisual production as an expression of youth protagonism among high school students, based on the Nossas Narrativas project, developed in a public state school in the interior of São Paulo, Brazil. The project involved the production of podcast episodes and audiovisual materials addressing memory, identity, representation, epistemicide, and youth protagonism. Methodologically, this is a qualitative study, configured as a single embedded case study and articulated with a quantitative-descriptive diagnostic stage. The investigative process involved the analysis of a diagnostic questionnaire applied by the Student Council to 282 students, the constitution of the participant group, an educommunication and racial literacy workshop, production meetings, podcast recordings, field diary, focus groups, individual interviews, document analysis, and systematization of the Educational Product. The final production group consisted of six students. Data analysis was conducted based on Content Analysis, in dialogue with the Baobab of Concepts, a theoretical-analytical matrix constructed to articulate coloniality of knowledge, epistemicide, critical racial literacy, educommunication, audiovisual production, youth protagonism, and empowerment. The analytical triangulation, guided by five theoretical propositions and by the methodological procedures of the case study, resulted in differentiated verdicts: three propositions were supported with qualification, one was supported with methodological reservation, and one was partially supported. The data indicate that audiovisual production, when guided by anti-racist pedagogical intentionality, enabled participants to name erasures, formulate questions, interview Black reference figures, control narrative devices, and publicly circulate their productions. Three central analytical axes were identified: narrative sovereignty, Black intellectuality on scene, and supportive horizontality. The individual interviews indicated subjective and formative shifts in the participant subgroup, especially in the way they recognized Black references, interpreted the school, and understood their own position in the production of narratives. However, the study design does not allow for longitudinal monitoring of the permanence of these shifts nor for statistical generalizations to non-comparable contexts. As a practical contribution, the Educational Product Nossas Narrativas was developed, consisting of a digital repository and an educommunication and podcasting guide aimed at Basic Education teachers. The study argues that anti-racist education is not consolidated through isolated actions, since it requires continuity, collective elaboration and openness to silences and to different rhythms of participation.