Educação antirracista: a literatura infato-juvenil como estratégia pedagógica antirracista no primeiro ano do ensino fundamental

Abstract

This study is the result of a proposal for a pedagogical intervention entitled "Anti-Racist Education: Children's and Young Adult Literature as an Anti-Racist Pedagogical Strategy in the First Year of Elementary School". The study seeks to answer how to use children's and young adult literature as an anti-racist pedagogical strategy in basic education, specifically in the first year of elementary school. The importance of promoting the presence of books that address ethnic-racial issues in the classroom is highlighted, asthey contribute to the valorization of the identities of Afro-descendant children and encourage reflection on equality and respect among all children, regardless of their ethnic-racial origin. These materials help to deconstruct racial stereotypes and form a critical awareness of cultural and social diversity. The general objective of this study was to understand children's and young adult literature as an anti-racist pedagogicalstrategy in the early years of elementary school. The approach used in the research was qualitative, with field research being carried out in a school located in the city of Timon - MA. Observations were carried out in a first-year elementary school class, a non-standardized interview with the classroom teacher, and activities to diagnose the school's reality were conducted, as well as to verify the students' understanding of the proposed theme. After the field research, a proposal for pedagogical intervention was developed based on the following documents: National Common Curricular Base (BNCC) and National Curricular Guidelines for Teaching Afro-Brazilian and African History and Culture (2004). As supporting readings, the authors Almeida (2019) stood out to address discrimination and prejudice, Munanga (2004), Ribeiro (2019), Santos and Viana (2009) to discuss race and racism, Coelho (2000) who discusses children's literature, Gouvea (2005) and Souza (2019) to discuss Afro-descendant literature. The study highlighted the lack of children's and young adult literature with themes that address racial issues in the first year of elementary school. Furthermore, it was found that some teachers do not address ethnic-racial issues throughout the school year, as they only address them in November, on the date designated for Black Awareness Day. Given this, it is important to adopt methodologies that address ethnic-racial issues, such as the use of children's and young adult literature. When it brings representation and addresses these issues, this literature plays an essential role in building a positive identity for Afro-descendant children. It helps to form more aware and empathetic individuals, capable of transforming the school into a place where differences are respected and diversity is celebrated in a critical manner. Thus, it goes beyond the classroom, contributing to a more just, welcoming and egalitarian society.