Literatura infantil e diversidade étnico-racial: uma análise da obra Amoras, de Emicida, como instrumento pedagógico nos anos iniciais do ensino fundamental

Abstract

This course completion work (TCC) explores the relevance of anti-racist children’s literature in the development of ethnic-racial identity and in the appreciation of diversity in the early years of elementary school. The study starts from the reflection that traditional children’s literature in Brazil still has traces of colonialism and aesthetic patterns that do not recognize the sociocultural diversity of the country, even with the existence of public policies, such as Law N° 10.639/03, and anti-racist movements that promote the inclusion of African, Afro-Brazilian culture and history in schools. Based on this context, the main objective of this work is to analyze how anti-racist children’s literature can contribute to the formation of identity in children, helping them to recognize and value ethnic-racial diversity. The bibliographic research uses theoretical contributions from authors such as Vigotsky (1989), Bakhtin (1992), the National Common Curricular Base (BNCC), Nely Novaes Coelho (2000), Regina Zilberman (1985), Kabengelê Munanga (1994) and Nilma Lino Gomes (2005), among others, to analyze the work Amoras, of rapper Emicida, which exemplifies the literature that aims to promote respect for diversity and empowerment of black children. In addition to addressing the historical impact of slavery on the education of black people in Brazil, the study proposes a pedagogical activity to work with these issues in the classroom, seeking to influence both educational practices and public policies. The work is organized in theree chapters, which discuss the historical context, the importance of anti-racist children’s literature, the relevance of literary literacy, the analysis of the work Amoras and a proposal for activity that can be developed in the early years of elementary school, using this literary work. We consider that the analysis of the book, provides us in a playful, clear and accessible way, the beauty of the black child, the ancestral memory and the representativeness in this process of empowerment. It is essential that books addressing cultural and racial diversity be used in schools to assist in the creation of didactic projects and pedagogical practices throughout the year, promoting an anti-racist education not only in the early years, but at all stages of basic education.