Relações étnico-raciais e práticas pedagógicas com literaturas infantil-juvenil afro-brasileira

Abstract

This research aims to understand how pedagogical practices with Afro-Brazilian juvenile children's literature enable the construction of black children's identities. In this sense, we also seek to observe the pedagogical practices with Afro-Brazilian juvenile children's literature, to analyze what children say or think about the pedagogical practices with Afro-Brazilian children's literature, to identify the teacher's motivations to develop their pedagogical practices with children's literature. Afro-Brazilian youth. We use as theoretical support studies that have affiliation with research on Afro-Brazilian literature, on education for ethnic-racial relations and on identities of black children.Methodologically, the research is qualitative in socio-historical perspective. The method adopted was participant observation and semi-structured interview, our instruments were the field diary, camera, cell phone camera, voice recorder and a memory game. The data collection was carried out within a school of the Recife City School - PE, our research collaborators are 10 children from a primary school I flow correction class aged 10 to 14 years. The results were analyzed from the perspective of the critical discourse analysis theoretical studies, based on the linguistic theories Teun Van Dijk, Norman Fairclough and Izabel Magalhães. The Results allow us to infer that the pedagogical practices with Afro-Brazilian juvenile children's literature have collaborated for the (re) construction of the identities of black children in the school. In addition, our field showed a work beyond the formation of readers. a construction thought from the literature, but from the perspective of children's context, race, class and gender, that is, the intersectionality. Children are authors and active in the process of socialization with Afro-Brazilian literatures, the research collaborating teacher presented different resources for an anti-racist pedagogy, however, the school needs to make a commitment that these practices are guaranteed to all who are in the area. school community.