Tessituras da literatura afro-brasileira na sala de aula: o saber fazer das professoras da educação infantil

• Ano de defesa: 2016
• Autor(a) principal: Cruz, Maria Emanuela de Oliveira
• Orientador(a): Araújo, Patrícia Cristina de Aragão
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Formação de Professores - PPGPFP
• Departamento: Centro de Educação - CEDUC
• País: Brasil
• Palavras-chave em Português: Formação docente. Educação infantil. Literatura afro-brasileira. Diversidade étnico-racial
• Área do conhecimento CNPq: CIENCIAS SOCIAIS APLICADAS
• Link de acesso: http://tede.bc.uepb.edu.br/tede/jspui/handle/tede/2663

The ethnic-racial theme has been increasingly present in educational events and actions, especially after the institutionalization of Law 10.639 / 03, which makes compulsory the teaching of African history and culture and africanBrazilian in all basic education. In this case there is the need to effectively implement it in schools and, more specifically, teachers need to deal with the theme in a cross-cutting way. Believing that a teaching practice that addresses racial and ethnic diversity is important from early childhood education, this work aims to discuss the use of african-Brazilian literature in early childhood education, promoting actions that make them accessible to children knowledge about the history of black people, their participation in the formation of the Brazilian people and the importance of respecting the ethnic and racial diversity. Therefore, we conducted a field research with teachers of a municipal day care center in the city of Campina Grande - PB. Our aim was to observe the practice of teachers in relation to ethnic and racial themes and the use of africanBrazilian literature in the classroom. After these observations, we conducted guideline moments and subsequently we produced a primer to leave in the institution as collateral for teaching in this area. Our study is a qualitative research, as it is a field, bibliographic and documental research. To support our research, we make use of studies carried out by FREIRE (2009), Gomes (2012), HALL (2006), SEVERINO (2007), Santos (2011), ZILBERMAN (2008) among others. We finished our work reiterating the importance of the use of african-Brazilian literature in early childhood education because, through it, the teacher can provide students access to knowledge regarding the ethnic and racial diversity and, thus, contribute to identity formation and criticism of children.