Era uma vez: a princesa negra na contação de história em uma turma do 1.º ano do ensino fundamental

Abstract

This work aims at understanding how the afro-brazilian storytelling, in the first year of elementary school I, is experienced by students to deconstruct the hegemony of the European princess image and present other perceptions, such as that of black princess in children's literature. Initially, the conception of literature and Afro-Brazilian literature is presented, as proposed by the research. Based on this, initially a brief discussion of the emergence of children's literature in Europe and Brazil is presented, with support in the studies of Abramovich (1995), Aries (1978) and Zilberman and Magalhães (1984). Then, some reflections were made to think about Afro-Brazilian literature in the context of the Afrocentricity paradigm with Asante (2009) as the main scholar, and the advances that emerged with the implementation of Law Nº 11,645 / 2008, which changed the LDB Nº 9,394 / 96, and was modified by Law Nº 10,639 / 2003, which establishes the National Education Guidelines and Bases, to include in the official curriculum of the education network the mandatory theme of Afro-Brazilian and Indigenous History and Culture, the result of the struggle of Social movements. Based on these discussions, reports were made of the experiences and reflections of the two stories told in the classroom, The Princess Wedding and The Princess and the Pea. It is concluded that Afro-Brazilian literature is a reference for the construction of black identity, however there are no dialogues on this theme between teachers and students, and pedagogical practices are only punctual, on commemorative dates. There is a need to deconstruct the image of the princess in the Eurocentric molds, as well as the racial ethnic issue to be worked in an interdisciplinary way.