Ensino de história e literatura infantil: educação antirracista e representação negra nos anos iniciais do ensino fundamental, à luz da lei 10.639/2003

Abstract

The research, linked to the Professional Master's Degree in History Teaching (ProfHistória), analyzed the relationship between history teaching and children's literature, contributing to the imperative recognition of black representation in children's literature for the development of anti-racist education. The research was motivated by the following guiding question: How can the relationship between History Teaching and Black Children's Literature help promote anti-racist education in the early years of Elementary School, in light of Law 10,639/2003? To answer the guiding question, the following objectives were outlined: General: Analyze how the relationship between History Teaching and Black Children's Literature can contribute to the promotion of anti-racist education in the early years of Elementary School, in light of Law 10,639/2003. Specific: 1) Discuss the theoretical framework of the intersection between History Teaching and Black Children's Literature, in light of Law 10,639/2003; 2) Know the perception of research participants regarding the intersection between the Teaching of History and Black Children's Literature in light of Law 10,639/2003; 3) Propose a Literary Workshop as an educational product for teachers in the early years of Elementary School in order to collaborate in promoting anti-racist education. To achieve the research objectives, a Field Research was carried out with a qualitative approach of an exploratory nature. Data collection occurred through the application of a questionnaire with open and closed questions, with teachers from the initial years of Elementary School, at a school in the city of Buriti dos Lopes, Piauí. The responses obtained from the application of the questionnaire were analyzed in light of the following theoretical bases: Teaching History; Afro-Brazilian Children's Literature; Law 10,639/2003; studies on racism, prejudice and anti-racist education, from the perspective of authors such as: Circe Bittencourt (2018), Gomes (2005), Chimamanda Ngozi Adichie (2019), Beatriz Nascimento (2021), Lélia Gonzalez (2020), Djamila Ribeiro (2019), Batista (2014), Silva & Oliveira (2023). To proceed with the data analysis, that is, to investigate the content of the responses produced by the research participants, we used Bardin's content analysis (2016), as the specificities of this type of analysis proved to be more suitable for exploring the plurality and richness of the meanings of the teachers' responses. The analysis and interpretation of the data produced revealed the challenges related to the presence, absence and (or) marginalization of Afro-Brazilian and ethnic-racial themes in the classroom. The challenges revealed were: the issue of the school curriculum, which does not or does not include ethnic-racial issues; the lack of materials and children's literature books with Afro-Brazilian themes and the fact that the topic is only addressed on November 20th, Black Consciousness Day. However, despite the challenges, teachers recognize the importance of working with children's literature and addressing ethnic-racial themes in the classroom. To this end, based on the questionnaire responses provided by the research participants, we developed as an educational product the proposal for a Literary Workshop for teachers in the early years of Elementary School, to promote anti-racist education.