Literatura infantil negra: o olhar do pedagogo em formação

Abstract

This study is connected to the research project Black Children's Literature: debating the color of silence in the classroom (CNPq/UFRN, 2018-2022). It aims to investigate the conceptions of undergraduates of the Pedagogy Course at the Federal University of Rio Grande do Norte (Brazil) about ethno-racial issues in articulation with the teaching of Literature as a formative component of the course. Specifically, it intends to learn about the undergraduates, by outlining their profile, their contact with the reading of literature, the connection between Black Children's Literature and the education they are receiving, and situations of racism, prejudice, as well as situations of discrimination they have witnessed. In particular, it seeks to get to know the students, outlining their profile, their contact with reading literature, the association of Black Children's Literature with the education they are receiving, and situations of racism, prejudice and discrimination they have witnessed. The study's approach is qualitative. It was used as data collecting method a survey with 53 closed and open questions that was provided by using Google forms. The research participants were 39 undergraduates from a group of 50 students from the optional component Theory and Practice of Literature II, who participated in the research demand for information. The theoretical framework and the data analysis contextualization are based on studies about literature by Amarilha (2012, 2013, 2021), Zilbermam (2008). Regarding Black Children's Literature by Campos (2016). Imbernón (2011), Queiros (2019) and Saldanha (2018) concerning the teacher's education and Almeida (2019), Gomes (2005, 2008, 2013) and Ribeiro (2019) in regards to the ethnic-racial matters. According to the analyses, it was verified a lack in the education of the undergraduates regarding ethno-racial matters, and also in relation to Black Children's Literature. The data reveals that the students have already witnessed situations of racism and prejudice, and have recognized the relevance of literature and ethno-racial themes for an anti-racist education. Therefore, it was considered indispensable to work with ethno-racial themes in the education of teachers, by using Black Children's Literature as a formative tool.