A literatura infantil afro-brasileira na construção da identidade étnico-racial

Abstract

This research aimed to analyze how children re-signify their identity from the pedagogical work with the theme of Afro-Brazilian children's literature in the school space, from a class of elementary school in a school of the municipal network of Recife-PE. Education should be understood as a transformative instrument and the school, being one of the spaces where it occurs, should provide an opportunity for the construction of a racial-ethnic identity in a positive way. The theoretical field of work is based on the studies of Coelho (2000); Duarte (2007); Gomes (2005); Hall (2006); Andrade (2001); Munanga (1999) and Zilberman (2003). To understand the various social factors involved, we opted for the qualitative approach. Data collection was inspired by action research, using some of its principles. Systematic observations and semi-structured interviews were also carried out. For the analysis of the data was used content analysis, from the creation of thematic categories. The research revealed a positive qualitative evaluation of the books of Afro-Brazilian literature present in the classroom, not being observed the use of the same in the pedagogical practice of the researched teachers. It is also worth noting the importance of problematization in classes on the historical participation of enslaved people, as a way of breaking with negative identifications by black children.