Oficina literária: vozes negras na literatura infantil

Abstract

The research, linked to the Professional Master's Degree in History Teaching (ProfHistória), analyzed the intersection between history teaching and children's literature, contributing to the imperative recognition of black representation in children's literature for the development of an anti-racist education. The research was motivated by the following guiding question: How can the intersection between History Teaching and Black Children's Literature collaborate in the promotion of an 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 intersection between History Teaching and Black Children's Literature can collaborate in the promotion of an anti-racist education in the early years of Elementary School, in light of Law 10.639/2003. Specific: 1) To discuss the theoretical framework of the intersection between History Teaching and Black Children's Literature, in light of Law 10.639/2003; 2) To know the perception of the research participants about the intersection between History Teaching and Black Children's Literature in light of Law 10.639/2003; 3) To propose a Literary Workshop as an educational product for teachers of the initial years of Elementary School in order to collaborate in the promotion of an anti-racist education. To achieve the research objectives, a Field Research was carried out with a qualitative approach of an exploratory nature. Data production occurred through the application of a questionnaire with open and closed questions, with teachers of the initial years of Elementary School, in a school in the city of Buriti dos Lopes, Piauí. The responses obtained through the application of the questionnaire were analyzed in light of the following theoretical bases: Teaching History: Bittencourt (2018), Daniel (2023), Lima (2024); Black Children's Literature and black representation: Farias (2018), Gouvêa (2005), Sousa (2018); Law 10.639/2003: Barbosa (2020), Brasil (2003), Silveira (2024); Studies on racism, prejudice, decolonization and anti-racist education: Adichie (2019), Almeida (2019), Correia (2023), Gomes (2005), Gonzalez (2020), Nascimento (2021), Ribeiro (2019). 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 appropriate 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 cover or barely covers ethnic-racial themes; the lack of children's literature materials and books with black themes; and the fact that the theme is only addressed on November 20, Black Awareness Day. However, despite the challenges, teachers recognize the importance of working with children's literature and addressing ethnic-racial issues in the classroom. To this end, based on the questionnaire responses provided by the research participants, we developed a proposal for a Literary Workshop for elementary school teachers to promote anti-racist education.