Alfabetização e diversidade étnico-racial

In this article are woven reflections on the teaching of written language based on ethnic-racial diversity. For this, we analyzed the BNCC and presented some teaching practices carried out with the children of a class of the 2nd year of elementary school of a federal school in Minas Gerais focusing on the genre biography. Through the dialogue with the field of Literacy studies (SOARES, 2003) and Literacies (STREET, 2010), taking as an epistemological prism the literacies of reexistance (SOUZA, 2011), we seek to identify the presence/ absence of ethnic themecurrent curriculum legislation and some of the teaching strategies that make it possible to re-signify literacy with a focus on diversity. This is a qualitative research, which takes documentary analysis and research on practice itself as the main methodological procedures. The results show that there are gaps regarding racial issues in the current legislation that guides the teaching of Portuguese in the early years of elementary school. They also reveal that teaching practices based on Afro-centered discursive actions, are configured as a disruptive way of reexisting, potentiating the processes of literacy and literacies and stimulating the learners to broaden their look at the world, recognizing and valuing, through the word, the different discourses and human existences.