Contribuições da literatura infantil afro-brasileira na construção da identidade negra de alunos do 4° ano do Ensino Fundamental da U.E.F. Desembargador Thales Ribeiro Gonçalves

Abstract

This work aims to analyze the contributions of Afro-Brazilian Children's Literature in shaping the Black Identity of 4th-grade students at U.EF. Desembargador Thales Ribeiro Gonçalves, in the city of Bacabal, Maranhão. To support the investigation, a theoretical review was carried out on the concepts of race, racism, ethnicity, prejudice, and Black identity. In addition, the influence of the Black Movement on the achievement of rights in the 1988 Federal Constitution was contextualized, a landmark that encouraged the creation of laws like Law No. 10.639/2003, which mandates the teaching of Afro-Brazilian and African history and culture in schools. The discussion shows how this legal support enables the shift from a Eurocentric perspective in children's literature, which historically marginalized Black people in stereotypical, caricatured, and storyless roles, to a narrative of appreciation and representation based on literary works Contemporary literary works by authors like Nilma Lino Gomes, Kiusam de Oliveira, Sonia Rosa, and others. The field research, qualitative in nature and of the pedagogical intervention type, was carried out in the classroom setting. For data collection, two questionnaires were used: No. 1, in the initial meeting, aimed to identify students' perceptions regarding their own skin color, hair, and other phenotypic traits, as well as their perception of Black representation in the stories they already knew; No. 2, applied in the final meetings, aimed to identify the changes that occurred in this process of identity construction. The methodological path involved guided reading of the selected works, discussion circles, and students creating drawings and self-portraits. Critical reflections on racism, bullying, and prejudice were promoted. Through these educational actions focused on Black culture, history, and aesthetics, the goal was to strengthen the students' self-image. The results show that introducing positive, Black main characters in literature was essential for children to see themselves in the stories, promoting self-acceptance, pride in their features, and respect for cultural diversity. The changes observed confirm the positive impact of the intervention on students' selfesteem, highlighting Afro-Brazilian children's literature as a powerful tool to fight structural racism and showing the need for continuous, anti-racist practices.