Literatura e identidade em questão: representações de crianças negras em narrativas afro-brasileiras infantojuvenis

Abstract

This dissertation sets out to unite the potential of Afro-Brazilian literature for children and youth and studies linked to decolonial and anti-racist education as a tool for building identity paths and knowledge pertinent to cultural and historical views about black people, providing opportunities to stand out, to be represent and self-belonging sense in black children and youth. It directs the understanding of how the study of these literatures narrates and conduct the crossings that permeate the experiences of these black children and youth faced with the challenges of affirming their identities, recognizing their origins, according to their reality and individual and collective perception of society. As theoretical-critical support and methodological means, the ideas of authors such as Karla Akotirene (2021), Patrícia Hill Collins (2021), Kabengele Munanga (2008), Eduardo de Assis Duarte (2013), Ngola Marques (2023), Mota Neto (2016 ) and Chimamanda Ngozi Adichie (2009) among others, made it possible to reflect, analyze, understand and present answers and possibilities for social change regarding the various intersections of race, class and gender, which triggers different ways of oppression against black children and youth, especially in school spaces, erasing childhoods and causing serious emotional impacts. Based on this, we present the childhood trajectory of black children and their relationship with Afro-Brazilian children's literature to better understand the construction of their identity and self-belonging. Also, we bring a reflection on the importance of black prominence through reading the texts whose elements, characters, themes, languages and cultural imagery, point identity markers of these people in the literature analyzed. The texts for children´s and youth by black authors presented in thematic categories, contribute to studies that seek to value history, culture, ancestry, combating racial discrimination and racism and other forms of discrimination in the school context, demarcating the reading of these texts as an indispensable tool to access the universe of children and young. The qualitative and analytical approach allowed us to present, in an interdisciplinary theoretical-methodological perspective, practical ways for teachers use in the classroom, understanding the various themes that make up these literatures and which directly contribute to transforming this reality