O ENSINO DA LITERATURA AFRO-BRASILEIRA E AFRICANA NA CONSTRUÇÃO DA IDENTIDADE DAS CRIANÇAS NEGRAS: Uma proposta na educação infantil na Unidade deEducação Básica Tiradentes em São Luís-MA

Abstract

The research deals with Afro-Brazilian and African literature as a playful resource in the construction of the identity of black children. The study is organized into theoretical and empirical parts, namely: the theoretical part includes the Introduction, presenting the theoretical, methodological, and organizational configuration of the dissertation. The second section addresses the curriculum, the persistence of Eurocentrism in Brazilian early childhood education, and Law No. 10,639/2003, where the curriculum is highlighted as an important element in the construction of school knowledge and the formation of the individual's identity. The third section discusses Afro-Brazilian and African literature as a playful resource for the construction of black identity in early childhood education, addressing the integration of Afro-Brazilian and African literature in the process of constructing black identity. The fourth section encompasses the empirical research, presenting the characterization of the researched school, the Tiradentes Basic Education Unit: the research methodology; analysis and interpretation of research data; and the educational product. The fifth section presents the final considerations and a revisiting of the research questions and objectives. The overall objective of the research was to investigate the construction of the ethnic-racial identity of black children, with a focus on the application of playful methodologies, such as working with fabric books. among others. The research procedure adopted was Pedagogical Intervention, based on the Historical-Cultural Activity Theory. Participants included the school manager, the pedagogical coordinator, and two teachers from the Infant II classes. Data collection instruments included systematic observation, methodological workshops, interviews, semi-open questionnaires, and photographs. The interpretation of empirical research data took the form of response tables. The empirical research was developed in four stages: systematic observation; interviews; methodological workshops; and the development of the educational product. The research suggests that teaching Afro-Brazilian and African literature in a playful manner to young children opens up possibilities for viewing the black experience and its historical processes positively. It also emphasizes that black identity is a matter of power and knowledge within the curriculum and education, needing to be brought to the forefront of discussions as a way of unveiling the prejudice and racial discrimination experienced by black children from a very young age.