Power and creative writing with Afro literature

a (trans)formative experience

Abstract

This article presents the experience report of a training course entitled Power and creative writing with Afro Literature - PECLA - in partnership with the Inter@ge Professor Portal. It is also the result of a teaching internship in the Postgraduate Program in Literature at the State University of Maranhão (UEMA), within the scope of the Afro-Brazilian Literature subject, taught to students on the BA Literature course at UEMA, Balsas-MA campus. The aim of the course was to provide initial and continuing training for teachers and students in creative writing with Afro-Brazilian literature, in order to improve their literary, pedagogical and digital skills. The methodology adopted is qualitative, based on an autoethnographic narrative. The materials made available in the virtual learning environment, covering theoretical and practical aspects of Afro Literature and teaching projects, structure the course in two modules, each with 30 hours. For the theoretical basis, we used Astigarraga (2018), Passeggi (Passeggi; Souza; Vicentini, 2011) and Sanches (2022), on autobiographical narrative; Alves (2022), on Afro literatures, as well as Schneuwly and Dolz (2010), who discuss textual genres in didactic sequences, as well as Martins (2020), with the theoretical-formative perspective of didactic-digital literacies. As a result, we realized that, through the course participants' productions - fanfics, didactic sequences and personal reports, there is a constant interest in dialoguing with recent research on (in)visible literary practices, such as Afro literatures as an educational tool, also constituting an important step for the literary literacy of these future language professionals.