Representações de identidades sociais de gênero, raça e classe em livros didáticos de espanhol à luz da análise crítica do discurso

Abstract

ABSTRACT: This article aims to present reflections on the representations of social identities of black women in the discourses of texts and exercises from the collection of Spanish textbooks ‘Sintesis’ (MARTIN, 2010), for high school, initiated as a master’s research (ENEVAN, 2016). The analysis of the texts and exercises was performed using the theory-based methodology Critical Discourse Analysis, emphasizing the power relations in discourses (VAN DIJK 2003; 2010), through topics or themes. Also, referential supports include the contributions of cultural studies (HALL, 2010), on identity and representation, stereotype, power; the concept of social identity (MOITA LOPES, 2003). The analysis of the texts and statements of the exercises reveals that although there are positive representations of social identities of black women, they are still (under) represented within stereotypes of social need, poverty and professions of less social prestige. KEYWORDS: black women; Spanish textbook; representation;