Literacy and literacy in a intercultural perspective: an analysis of internship experiences

Abstract

This article aims to present as intercultural students of literacy and literacy byBrazilian and African students of the Pedagogy course of the University ofInternational Integration of Afro-Brazilian Lusophony (UNILAB-CE) in the courseof the Internship discipline in the Early Years of Elementary School, held at amunicipal public school in the municipality of Redenção-CE. Through theinternship activities, a school reinforcement project was developed withstudents from the second and third year of elementary school with a degree ofdisabling in the mastery process and appropriation of reading and written code.Based on a diagnostic assessment of the writing hypotheses, a sequence ofactivities was carried out that comprises an intercultural learning proposal,closely linked to a social, cultural, educational, political, political, ethical andepistemic project towards the decolonization and transformation of socialexclusion processes that these students go through systematically charged bythe Permanent Evaluation System for Basic Education in Ceará (SPAECE). Asexperienced in the context of this pedagogical discipline, it is possible to presentinternship students, through reading and writing practices, new epistemicapproaches that establish relations between Brazil and Africa, central to thereconstruction of thoughts, walkers towards a decolonial, anti-racist andintercultural.