TEACHING ENGLISH AS A LANGUAGE AND EDUCATION FOR ETHNIC-RACIAL RELATIONS: AN ANTI-RACIST EXPERIENCE WITH BLACK LITERATURE

Abstract

Law 10.639/03 on education for ethnic-racial relations requires educators to apply it in all curricular components of basic education, including the teaching of the English language. In this sense, the objective of this research is to present an account of an experience of anti-racist practices in English language classes, working with Black literature with the support of audiobooks and videos from the YouTube platform, and how this practice contributes to the development of the student's ethnic-racial sensitivity. Thus, experience and theory are intertwined with assumptions from educational theorists (Freire, 2019; 2024; hooks, 2017), media theorists (Jenkins, 2022), anti-racist education theorists (Cavalleiro, 2024), and ethnic-racial issues theorists (Munanga, 2015; Ribeiro, 2018), among other authors who discuss the topic. Working with Black literature in conjunction with media in the school environment contributes to breaking the historical silence imposed on Black authors, whose work has been marginalized in Brazilian society. Furthermore, it promotes debate about veiled racism and strengthens the recognition of Black people, highlighting their essential role in the cultural and intellectual construction of Brazil.

DOI: https://doi.org/10.56238/sevened2026.004-018