Literatura infantil e abordagens étnico-raciais: uma análise da presença negra nas literaturas distribuídas pelo Ministério da Educação às escolas de educação infantil do município de Pinheiro (MA)

Abstract

This study aims to analyze literary works distributed by the Ministry of Education (MEC), through the Literary PNLD, with regard to ethnic-racial issues, taking as a reference the choices of Early Childhood Education institutions in the city of Pinheiro(MA). From the understanding of the importance of using children's literature for the child's social and cognitive development, we were concerned to investigate whether themes related to black people are being presented and how they are worked on in the literary materials distributed to Brazilian public schools. Thus, the following question arises: do the literary materials distributed by the MEC, aimed at Early Childhood Education, address and/or value ethnic-racial issues, especially those related to black people? To answer this question, it was hypothesized that there are few publications of literary materials focused on valuing black culture, as wel as a shortage of black characters as protagonists in the narratives provided by the MEC through the PNLD Literary. To carry out this qualitative-quanti research, 14 (fourteen) works were analyzed among the choices of Early Childhood Education schools in the urban area of the city of Pinheiro (MA), in order to understand how black characters are represented in these literatures. In addition to consulting relevant legislation, this work has theoretical support in Andrade (2014); Debus (2010); Domingues (2007); Lajolo, Zilbermam (1984; 2006; 2012); Lakatos and Marconi (2003); Santomé (2013); Piaget (1994); among other authors. The research showed that, among an average quantity of 24 works chosen by school, in 14 (fourteen) of them human characters are presented (criterion adopted for the selection of books to be analyzed) and in 3 (three) black characters can be observed as protagonists. This study aims to contribute to reflections on the ethnic-racial theme and its relevance to society, as it points to children's narrative as an instrument that contributes to the affirmation of black identity, rescue of black history and culture, through positive representations, as a source of knowledge necessary for all children in Early Childhood Education.