A literatura infantil afro-brasileira nos acervos escolares da educação Infantil: uma análise em duas escolas municipais de Parnaíba-PI

Abstract

Afro-Brazilian children's literature plays a fundamental role in the construction of critical knowledge, respect for cultural differences, representation, and identity formation within early childhood education, which is the initial stage of child development. In this context, the present study aimed to investigate the guidelines and works of AfroBrazilian children's literature in the collections of the early childhood school environment. To this end, the following specific objectives were defined: to identify the legislation that defines guidelines for teaching ethnic-racial relations in early childhood education in two public municipal schools in Parnaíba-PI, PI; to verify which works of Afro-Brazilian children's literature exist in the selected schools; and to analyze the potential of the didactic-pedagogical elements of Afro-Brazilian literature. From a theoretical perspective, this research was based on the work of Gomes (2002; 2013), Trinidad (2012), Santos (2005), and Gouvêa (2005), who discuss the importance of the educational environment for cultural appreciation and identity construction. Furthermore, the study is also based on Law No. 10.639/2003 and the National Curriculum Guidelines for Early Childhood Education (DCNEIs). Regarding methodology, a qualitative, documentary approach was adopted, using document analysis to examine the Political-Pedagogical Project (PPP) and the literary collection of two municipal schools in Parnaíba-PI, PI, in order to verify the presence of AfroBrazilian children's literature in the selected environments. The results point to limitations related to the presence and use of Afro-Brazilian children's literature in schools, since the absence of adequate spaces for their availability was observed, as well as the lack of effective implementation of Law 10.639/2003 in the PoliticalPedagogical Projects. Although some works have been distributed by federal programs that address the theme in schools, they are not yet used effectively.