Banner Portal
Re-teorizando o(s) silêncio(s)
PDF (English)


Re-teorizando o silêncio
Jovens mulheres afro-americanas

Como Citar

POWER-CARTER, S. Re-teorizando o(s) silêncio(s). Trabalhos em Linguística Aplicada, Campinas, SP, v. 59, n. 1, p. 99–128, 2020. Disponível em: Acesso em: 27 set. 2023.


O presente artigo descreve um estudo de caso que ocorreu durante um estudo etnográfico nos Estados Unidos em uma aula de Literatura Inglesa do Ensino Médio com duas jovens afro-americanas, Pan e Natonya. O estudo de caso revelou o silêncio e outros processos reflexivos que criaram oportunidades para desvendar e teorizar o silêncio, o que levou à articulação de uma trilogia do silêncio. Além disso, também tornou-se visível como as experiências de vida da pesquisadora afro-americana informou suas tentativas de compreender como Pam e Natonya navegaram no(s) silêncio(s). O artigo ancora-se nos trabalhos de pesquisadoras/es negras/os, no Feminismo Negro e em teorias da sociolinguística para explorar as seguintes questões: Como duas mulheres afro-americanas em um espaço predominantemente branco negociam o(s) silêncio(s) (por exemplo, silêncio, silenciamento, silenciada)? Como pesquisadoras afro-americanas negras constroem sentidos sobre essa negociação?

PDF (English)


ADICHIE, C. N. (2009). The danger of a single story. TED Talk. Retrieved from e=en
ANYON, Y. et al (2014). The persistent effect of race and the promise of alternatives to suspension in school discipline outcomes. Children and Youth Services Review, 44, 379-386.
AKBAR, N. (1985). Our destiny: Authors of a scientific revolution. In H. P. McAdoo & J. L. McAdoo (Eds.), Sage focus editions, Vol. 72. Black children: Social, educational, and parental environments (p. 17–31). Sage Publications, Inc.
AGAR, M. (1994). Language shock: Understanding the culture of conversation. New York: William Marrow.
BAUGH, J. (2010). Black street speech: Its history, structure, and survival. University of Texas Press.
BEACH, R.; BLOOME, D. (2019). Languaging relations for transforming the literacy and language arts classroom. New York: Routledge.
BETHUNE, M. (2001) Mary McLeod Bethune: Building a better world: essays and selected documents. Indiana: Indiana University Press.
BETHUNE, M. M. (1938). Clarifying our vision with the facts. The Journal of Negro History, 23(1), 10-15.
BLOOME, D.; CHRISTIAN, B.; OTTO, S.; CARTER POWER, S.; SHUART, N. (2005). Discourse analysis and the study of classroom language and literacy events: A microethnographic perspective. Mahwah, New Jersey: Lawrence Erlbaum.
bell hooks. (1989). Talking back: thinking feminist, thinking black. Boston: South End Press.
bell hooks. (1991). Theory as liberatory practice. Yale JL & Feminism, 4, 1.
bell hooks. (1993). Sisters of the yam. Boston, MA: South End Press.
BLAKE, J. J.; BUTLER, B. R.; LEWIS, C. W.; DARENSBOURG, A. (2011). Unmasking the inequitable discipline experiences of urban Black girls: Implications for urban educational stakeholders. The Urban Review, 43(1), 90-106.
BROWN, A. F.; BLOOME, D.; MORRIS, J. E.; POWER-CARTER, S.; WILLIS, A. I. (2017). Classroom conversations in the study of race and the disruption of social and educational inequalities: A review of research. Review of Research in Education, 41(1), 453-476.
CAMERA, L. (2017). Black Girls Are Twice as Likely to Be Suspended, In Every State. U.S. News and World Report. Retrieved from:
CARANFA, A. (2004). Silence as the foundation of learning. Educational Theory, 54, (2), 211-230.
CARTER, S. (2001). The possibilities of silence: African-American female cultural identity and secondary English classrooms. Unpublished doctoral dissertation, Vanderbilt University,Nashville, Tennessee.
CHAVOUS,T.; COGBURN, C. D. (2007). Superinvisible women: Black girls and women in education. Black Women, Gender & Families, 1(2), 24-51.
CHEUNG, K. (1993). Articulate Silences. Ithica, New York: Cornell University Press
CHRISTIAN, B. (1980). Black women novelists: The development of a tradition, 1892-1976. Westport, CT: Greenwood Press.
COLLINS, P. H. (1990). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. Cambridge, MA: Unwin Hyman.
COOPER, A. J. (1892/1988). A Voice from the South. Xenia, Ohio: Aldine Printing House.
CROSS, W. E. (1991). Shades of Black: Diversity in African-American identity. Philadelphia. P.A.: Temple University Press.
DILLARD, C. B. (2011). Learning to remember the things we’ve learned to forget. Qualitative inquiry and global crises, 226-243.
DU BOIS, W. E. B. (1903). The souls of black folk. NewYork: Bantam.
EVANS-WINTERS, V. E. (2005). Teaching black girls: Resiliency in urban classrooms (Vol. 279). Peter Lang.
FERNANDES, L. (2003). Transforming feminist practice:Non-violence, social justice and the possibilities of a spiritualized feminism. San Francisco: Aunt Lute Books
FERNANDEZ, B. (2018). Silence as a Form of Agency? Exploring the Limits of an Idea. In Ethical Responsiveness and the Politics of Difference (pp. 187-204). Palgrave Macmillan, Cham.
FINE, M. (1991). Framing dropouts: Notes on the politics of an urban high school. Albany: SUNY Press.
FINE, M. (1995). Silencing and literacy. In V. Gadsden & D. Wagner (Eds.), Literacy among African-American youth (pp. 201-222). Cresskill, New Jersey: Hampton Press.
FORDHAM, S. (1993). Those loud black girls: (Black) women, silence, and gender "Passing" in the academy. Anthropology Quarterly, 24, (1), 3-32.
FULLER, M. (1980). Black girls in a London comprehensive school. Schooling for women’s work, 52-65.
GIDDINGS, P. (1984). When and where I enter: The impact of women on race and sex in America. New York: William Morrow.
GILLAM, R. (2017). Representing black girlhood in Brazil: Culture and strategies of empowerment. Communication, Culture & Critique, 10(4), 609-625.
GUY-SHEFTALL, B. (Ed.). (1995). Words of fire. New York: New Press.
GUMPERZ, J.; D. HYMES (Eds). (1972). Directions in sociolinguistics: The ethnography of communication. NewYork: Holt, Rinehart and Winston.
GUMPREZ, J. (1986). Discourse strategies. New York: Cambridge University Press.
GUMPERZ, J. J. (1984). Communicative competence revisited. Cognitive Science Program, Institute of Cognitive Studies, University of California at Berkeley.
HALL, S.(1990). Cultural identity and diaspora. In J. Rutherford (Ed.), Identity, community, culture, difference (pp. 222-237). London: Lawrence & Wishart.
HARRISON, J. (1997). Lisa’s quiet fight: School structure and adolescent females. In K. Lomotey (Ed.), Sailing against the wind: African American and women in U.S. education (pp. 45-53). New York: SUNY Press.
HENRY, A. (1994). The empty shelf and other curricular challenges of teaching for children of African descent. Urban Education, 29(3), 298-319.
HIGGINBOTHAM, E. (1992). African-American women’s history and metalanguage of race. Signs: Journal of Women in Culture & Society,17 (2), 251-274.
HILL, P. (Ed.). (1998). Call and response. New York: Houghton Mifflin.
HURSTON, Z. N. (1928).". How It Feels to Be Colored Me. New York: World Tomorrow Press.
HUEY-LI LI. 2002. Silence and Silencing Silences. Philosophy of Education Society 2001 Yearbook. Urbana, IL: University of Illinois Press.
HYMES, D. (1974). Foundations of sociolinguistics. Philadelphia: University of Pennsylvania Press.
JONES, N. (2009). Between good and ghetto: African American girls and inner-city violence. New Brunswick, NJ: Rutgers University Press.
LADNER, J. (1972). Tomorrow’s Tomorrow: The Black woman. Double Day & Company: Garden City, New York. Lanehart, S. (2002). Sista Speak: Black women kinfolk talk about language and literacy. Austin, TX: University of Texas Press.
LADSON-BILLINGS, G. (1994). The dream keepers. San Francisco: Jossey-Bass.
LEE, C. (2001). Unpacking culture, teaching, and learning: A response to the pedagogy of power. In (Eds.), Watkins, W., Lewis, J., Chou, V. (2001). Race and Education; The Roles of History and Society in Educating African-American students (pp.89-99). Allyn Bacon: Boston, MA
LEWIS, A. E. (2003). Race in the schoolyard: Negotiating the color line in classrooms and communities. Rutgers University Press.
LORDE, A. (1982). Zami: A new spelling of my name. Trumansberg, NY: Crossing Press.
MCDONALD, T.; ORD-AHMED, T. (Eds.). (1999). Nature of a sistuh. Durham, NC: Carolina Academic Press.
MADDUX, D. (1997). The miseducation of African Americans in public high school. In K. Lomotey (Ed.), Sailing against the wind: African American and women in U.S. education (pp. 63-69). New York: SUNY Press.
MAHER, F.; TETREAULT, M. (1997). Learning in the dark: How assumptions of whiteness shape classroom knowledge. Harvard Educational Review, 67, (2), 321-349.
MARRIOTT, DONNA M. (2003). Ending the silence. Phi Delta Kappan, 84(7), 496-501.
MUHAMMAD, G. E.; MCARTHUR, S. A. (2015). “Styled by their perceptions”: Black adolescent girls interpret representations of Black females in popular culture. Multicultural Perspectives, 17(3), 133-140.
MUHAMMAD, G. E. (2012). Creating spaces for Black adolescent girls to “write it out!”. Journal of Adolescent & Adult Literacy, 56(3), 203-211.
MITCHELL, J. C. (1984). Typicality and the case study. In R. Ellen (Ed.), Ethnographic research: A guide to general conduct (pp. 238-241). New York:Academic Press.
MIRZA, H. S. (Ed.). (1997). Black British feminism: A reader. Taylor & Francis.
MORRIS, E. W. (2007). “Ladies” or “loudies”? Perceptions and experiences of black girlsin classrooms. Youth & Society, 38(4), 490-515.
MORRIS, M. (2016). Pushout: The criminalization of Black girls in schools. New York: New Press.
MORRISON, T. (1993). Nobel Prize lecture. [on-line] Available:
MORRISSON, T. (1994). The bluest eye. New York: First Plumb.
MORGAN, M. (1996). Conversational signifying: Grammar and indirectness among African American women. Studies in interactional sociolinguistics, 13, 405-434.
MORGA, C.; ANZALDUA, G. (1981). The bridge called my back:writings by radical women of color. Watertown: MA: Persephone Press.
MUHAMMAD, G. E.; HADDIX, M. (2016). Centering Black girls' literacies: A review of literature on the multiple ways of knowing of Black girls. English Education, 48(4), 299-336.
PARIS, D.; WINN, M. T. (Eds.). (2013). Humanizing research: Decolonizing qualitative inquiry with youth and communities. Sage Publications.
POWER-CARTER; S. ZAKERI, B.; KUMASI, K. (2019). Sawubona: Agency, Change, and Power. In Languaging Relationships Across Social Worlds: Re-theorizing the Teaching and Learning of Literacy in the Language Arts. New York. Routledge.
POWER-CARTER, S. (2007). “Reading all that White crazy stuff”: Black young women unpacking whiteness in a high school British literature classroom. Journal of Classroom Interactions.
PAUL, D. G. (2003). Talkin'back: Raising and educating resilient Black girls. Connecticut: Greenwood Publishing Group.
RICKFORD, J. R. (1999). African American vernacular English. Malden, MA: Blackwell.
ROLLOCK, N. (2007). Why Black girls don't matter: Exploring how race and gender shape academic success in an inner city school. Support for Learning, 22(4), 197-202.
SAN PEDRO, T. J. (2015). Silence as shields: Agency and resistances among Native American students in the urban Southwest. Research in the Teaching of English, 132-153.
SEALEY-RUIZ, Y. (2016). Why Black girls' literacies matter: New literacies for a new era. English Education, 290-298.
SKIBA, R. J.; MICHAEL, R. S.; NARDO, A. C.; PETERSON, R. L. (2002). The color of discipline: Sources of racial and gender disproportionality in school punishment. The Urban Review, 34, 317-342.
SMITH, B. (1985). Some home truths on the contemporary black feminist movement. The Black Scholar, 16(2), 4-13.
SMITHERMAN, G.; MITHERMAN-DONALDSON, G. (1986). Talkin and testifyin: The language of Black America (Vol. 51). Detroit:Wayne State University Press.
STREET, B. V. (2014). Social literacies: Critical approaches to literacy in development, ethnography and education. Routledge.
TANNEN, D.; SAVILLE-TROIKE, M. (1985). Perspectives on silence. Norwood, New Jersey: Ablex Publishing Corporation.
TATUM, B. D. (1997). Why are all the Black kids sitting together in the cafeteria? New York: Basic Books.
TUCK, E. (2009). Suspending damage: A letter to communities. Harvard Educational Review, 79(3), 409-428.
WILLIS, A. I. (2008). On critically conscious research: Approaches to language and literacy. New York: Teachers College Press.
WINN, M. T. (2019). Girl time: Literacy, justice, and the school-to-prison pipeline. Teachers College Press.
WOODSON, C. (1933). The miseducation of the Negro. Washington, D.C: The Associated Publishers.
WUN, C. (2016). Unaccounted foundations: Black girls, anti-Black racism, and punishment in schools. Critical Sociology, 42(4-5), 737-750.
ZAHARLICK, A.; GREEN, J. L. (1991). Ethnographic research. In J. Flood, J Jensen, D. Lapp, & J. Squire (Eds.), Handbook of research on teaching the language arts (pp. 205–225). New York: Macmillan.
ZEMBYLAS, M.; MICHAELIDES, P. (2004) The sound of silence in pedagogy.
Educational Theory, 54 (2), 193-210.

O periódico Trabalhos em Linguística Aplicada utiliza a licença do Creative Commons (CC), preservando assim, a integridade dos artigos em ambiente de acesso aberto, em que:

  • A publicação se reserva o direito de efetuar, nos originais, alterações de ordem normativa, ortográfica e gramatical, com vistas a manter o padrão culto da língua, respeitando, porém, o estilo dos autores;
  • Os originais não serão devolvidos aos autores;
  • Os autores mantêm os direitos totais sobre seus trabalhos publicados na Trabalhos de Linguística Aplicada, ficando sua reimpressão total ou parcial, depósito ou republicação sujeita à indicação de primeira publicação na revista, por meio da licença CC-BY;
  • Deve ser consignada a fonte de publicação original;
  • As opiniões emitidas pelos autores dos artigos são de sua exclusiva responsabilidade.


Não há dados estatísticos.