A contribuição da literatura infantil afro-brasileira para a promoção da representatividade na Educação Infantil

Abstract

Early Childhood Education represents a fundamental stage in the construction of children's subjectivity and identity, as it is during this period that the foundations of social relationships are established. This study investigates the contribution of AfroBrazilian children's literature to the promotion of representation in the school context, considering the historical silencing and stereotypical portrayals of the Black population in traditional literary collections. The main objective is to analyze how literary works featuring Black protagonists contribute to strengthening self -esteem and fostering a positive ethnic-racial identity among children. The theoretical framework is based on the contributions of Vygotsky and Piaget regarding cognitive development, as well as on the reflections of Regina Zilberman and Antônio Candido concerning the right to literature as a means of humanization. In the field of ethnicracial relations, the study draws upon the works of Nilma Lino Gomes, Eliane Debus, Bell Hooks, and Laura Santos. Methodologically, this research is characterized as applied, with a qualitative-quantitative approach and a descriptive nature, using bibliographic and field research as technical procedures. Data were collected through questionnaires administered to teachers at Unidade de Educação Infantil Plim Plim, located in the municipality of Bacabal, Maranhão, Brazil. The findings revealed that teachers recognize the importance of Afro-Brazilian children's literature in promoting representation and valuing ethnic-racial diversity. These literary works function as important tools for identification and learning, enabling Black children to develop a positive self-image while encouraging non-Black children to cultivate empathy and respect for differences. It is concluded that the role of the teacher as a mediator, guided by an engaged pedagogy and critical racial literacy, is essential for literature to fulfill its social function, contributing to the construction of an anti-racist, inclusive education aligned with the guidelines established by Law No. 10,639/03.