Tornar-se: Literatura infantil e educação antirracista

Abstract

Law 10 639/03 establishes the compulsory teaching of African and Afro-Brazilian History and Culture, at primary and secondary education, in all educational networks, recommending Literature as one of the three main areas where that work should be done. This research, focusing on the practices in the daily school life of the Elementary School Literature classes of Campus São Cristóvão I of Colégio Pedro II, analyzes the interaction between students and literary texts provoked by the classes. It aims at observing the ways in which the collective interpretation of literary texts, carried out in the context of this research, potentiates the identity processes of black and non-black children, which are an eternal becoming. The fact that the curriculum in question also contains texts that include, in their centrality, aspects of Afro-Brazilian and African cultures, grants the necessary protagonism of the black people and makes it possible, through mediation, to unveil / discuss the structural racism of Brazilian culture with the children. In addition, by interrogating stereotypes, reflecting on prejudices, evidencing intolerances, the dialogues propitiated by these texts prove to be potent to produce important shifts in the ways of being and acting of the subjects. By creating a discursive braid with the real fragments selected in the participant observation of classes and in conversations with the teachers and children, the importance of a work that brings to the subjects possibilities of questions, and even of emancipatory answers about themselves and about the world, is crucial to the project of overcoming racism represented in education by Law 10.639 / 03