Diferentes letramentos, diferentes pessoalidades em um curso pré-vestibular popular

This article, drawn from literacy studies as a social practice, discusses the relationships between literacy practices and personhood constructed by participants in a popular preparatory course with a racial focus, the Educafro Aimorés nucleus that makes up the Educafro Minas Network. Furthermore, taking into account the context of the classroom investigated, one of the central issues addressed includes reflecting on ethnic-racial issues. Based on an ethnographic perspective, a closer examination of the interactions between the group’s participants revealed, among other aspects, contradictions and conflicts, specific to the experiences of these subjects, and, also, how the constitution of this social space as an inclusive space contributes so that Educafro is considered an alternative for students to overcome social and racial injustices. The results demonstrated that Educafro has educated the people who are part of it beyond preparing for the National High School Examination test, considering that this institution, throughout its history, has acted as an important political actor on the national scene, being a reference of an anti -racist education.