Nas veredas dos saberes literários: escritoras negras e a literatura infantojuvenil em prática antirracista na educação escolar

Abstract

Literary paths by black female authors in the children's context are an art that re-signifies, values and recognizes the importance of an anti-racist education linked to the intersectional triad of biography, art and history for the black empowerment in childhood. Thus, this study aims to analyze the contributions of black women writers in children's literature in anti-racist educational practice at Escola Municipal João XXIII, in a 5th year class, in a rural environment, in the city of Pocinhos-PB. As a theoretical contribution we anchor ourselves in studies by Duarte (2010), Gomes (2005,2011,2012,2019), Munanga (2005,2006, 2020); Ribeiro (2017,2018) and Cosson (2009). The methodological proposal is qualitative, of an exploratory and descriptive nature (action research), with analysis of the authors' narratives and literature. The literary works analysed were of the writers Thaís Espirito Santo (2021); Neusa Baptista Pinto (2020), and Kiusam de Oliveira (2020), linked to pedagogical workshops themed based on the perspective of critical racial literary literacy and reading practice, as well as analysis of questionnaires, interpretative/comprehensive activities and field diary. For documentary and bibliographical research, we used as sources Federal Law 10,639/2003, the National Curricular Guidelines for the Education of Ethnic-Racial Relations and for the Teaching of Afro-Brazilian and African History and Culture (2004) and Guidelines and Actions for the Education of Ethnic-Racial Relations (2006). The results showed that the educational inclusion of this literature collaborates and contributes to the emancipation of critical and reflective thinking about ethnic-racial relations, in the empowerment in the conceptions of blackness and black identity, with appreciation, recognition and resignification of the sociocultural, political, educational and identity historicity of black African and Afro-Brazilian ancestry, promoting anti-racist practices in the classroom. The insertion of school practices with an anti-racist and decolonial educational base makes it possible to value African and Afro-Brazilian history and culture. The e-book, with pedagogical sequences linked to the aforementioned literatures with critical racial literary literacy methodology and reading practice, contributes to/for anti-racist education, in which black women, intellectuals and producers of knowledge, educate and form from its literary constructions enabling that, in the didactic-pedagogical work, the students could experience a decolonial education in which the knowledge of black culture activates fields of knowledge in their training.