Literatura e relações étnico-raciais na educação infantil

• Ano de defesa: 2024
• Autor(a) principal: Pessanha, Simone Eliane dos Santos
• Orientador(a): Silva, Maurício Pedro da
• Banca de defesa: Silva, Maurício Pedro da , Teixeira, Rosiley Aparecida , Evangelista, Francisco , Fusaro, Márcia do Carmo Felismino , Pereira, Rodnei
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: literatura infantil; educação infantil; relações étnico-raciais
• Palavras-chave em Inglês: children's literature; early childhood education; ethnic-racial relations
• Palavras-chave em Espanhol: literatura infantil; educación de la primera infancia; relaciones étnico-raciales
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/3527

The object of this research is the discussion of ethnic-racial relations represented in children's books, with the aim of understanding the process of identity construction black in this context. The general goal of this work is to analyze ethnic-racial issues in children's literature books, checking whether the texts presented highlight aspects related to racial discrimination, the valorization of self-esteem, the belonging and the fight against racism. As specific objectives, we list the following: check whether the books analyzed favor the valorization of identity and the self-esteem in children; check how books highlight aspects related to racial discrimination and combating racism; check whether, in pedagogical pratice or moments of initial and/or continued training, this theme is recurrent and/or if it is part of the educational institution’s planning. We start from the hypothesis that work on ethnic-racial relations through literature in Early Childhood Education provides the construction of values and knowledge that enable the promotion of diversity, respect for differences and the construction of a more just and egalitarian; We also highlight that pedagogical practices focused on literature and ethnic-racial relations must be part of teachers' pedagogical planning. The universe of research is the discussion of the representation of black characters in children's books, with the aim of understanding the process of identity construction black in this context. The research subjects are children's literature books and early childhood education teachers. The methodology that guided this research is qualitative and ethnographic and the data collection instruments are: documents that govern Early Childhood Education; books founded by authors who deal with the children's literature and ethnic-racial relations; analysis of the books Neguinha, Sim!, by Renato Gama, and The Skin I Have, by bell hooks, as well as interviews semi-structured with teachers who work in Early Childhood Education. Data analyzes were carried out according to the content analysis of Marconi and Lakatos, Menga Lüdke and Marli André and Severino. With regard to the theoretical framework, we will resort to to the following authors: Abramovich, Fonseca, Lajolo and Zilberman, Parreiras, Brookshaw, Cademartori, Cashmore, Cavalleiro, Dalcastagné and Oliveira. Data analysis allowed us to list, in addition to the two main categories, Literature and early childhood education and Literature and ethnic-racial relations, one more, namely: the teachers present unpreparedness both in initial training and in continuing training with regard to literature and ethnic-racial relations. As regards the first category, we observed that in relation to the contributions of literature, the teachers understand the importance of classroom work involving pedagogical practices with literature. They understand the potential of stories in the formation of children and mediate the literature in the daily life of early childhood education. As for the second category, teachers read and develop projects at school with children's literature, but they do not was specified whether between these moments literature focused on ethnic issues is happening. As for the third category, we observed the unpreparedness of teachers in relation to literature and ethnic-racial relations, both in initial training and in continued training, and, although moments of children's literature occur in their pedagogical practices, it was not clear whether ethnic issues were being addressed, providing appreciation for Afro-Brazilian culture in children. In front of these results and others presented in this thesis, we saw it as fundamental that the Children's literature and ethnic-racial relations are discussed both in initial training as well as the continued training of teachers so that we can minimize problems mentioned.