A literatura infantil brasileira: debatendo valores sociais e educação antirracista

Abstract

Children’s literature plays a fundamental role in elementary education when it comes to children’s development, serving not only as a pedagogical approach rooted in play through reading and storytelling in the classroom but also contributing to children’s moral and social development. In Brazil, literature aimed at children has evolved significantly over the decades, reflecting broader social and cultural changes and increasingly promoting reflections on themes such as diversity, inclusion, environmental awareness, and racism. It is essential to understand how these values have been represented and transformed over time, and what potential impact this transformation has had on children’s development. Therefore, to deepen this discussion, the objective is to reflect on latent issues within the social structure that are undergoing transformation across time and space issues currently portrayed in contemporary children’s literature as a means to explore pedagogical possibilities for preschool education. To this end, the analysis of the work Amoras, a children’s book by Emicida that addresses the construction of Black identity, is justified by its relevance in addressing the theme of Black identity formation in childhood, highlighting aspects such as self-esteem, representation, and the value placed on emotional relationships in the context of early childhood education. The selection of this work is based on its contribution to promoting contemporary social values and strengthening pedagogical practices, in line with the challenges of anti-racist education. Regarding the theoretical framework, the study engages with Regina Zilberman (2012) in discussing the formative role of children’s literature in the school environment; Marisa Lajolo (2003) in addressing the historicization and social dimension of Brazilian children’s literature; Fanny Abromovich (2012), when treating literature as an aesthetic and affective experience in childhood; and Barbara Pinheiro (2023), when emphasizing the importance of pedagogical practices committed to anti-racist education. It is hoped that this work will contribute to broadening discussions surrounding children’s literature and its role in preschool education.