Amarilha, MarlyXavier, Alice de Oliveira2025-08-152025-08-152024-07-30XAVIER, Alice de Oliveira. Trilhas formativas: escolhas de futuros pedagogos para a leitura de contos de literatura infantil negra na escola. Orientadora: Dra. Marly Amarilha. 2024. 165f. Dissertação (Mestrado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2024.https://repositorio.ufrn.br/handle/123456789/65170This dissertation, entitled "Formative trails: choices of future pedagogues for the reading tales of black children's literature at school", investigates the selection criteria of tales of black children's literature by future pedagogues for classes of the 5th year of Elementary School. The tale is a literary genre short and linear, focused on only one action. And, when linked to African and Afro-Brazilian cultures, it is an act of resistance to silencing, marginalization and discrimination against black existence, transmitting this knowledge from generation to generation. Therefore, it is argued that the reading of tales from the tradition of African or Afro-Brazilian peoples in formative environments, from basic to higher education, is crucial to promote an anti-racist education. For this, it is necessary that pedagogues, as responsible for introducing children to the literate and literary world, are readers, primarily, and judicious in choosing literary books for pedagogical work with their students. In addition, they must be aware of Law 10,639/2003, in order to include the history and culture of the black population in their planning, preferably through Black Children's Literature. Some theorists who make up the framework of this study are Meireles (2016) and Queirós (2009), discussing children's literature; Amarilha (2010; 2012; 2013; 2016) and Azevedo (2005), who reflecton the importance of literature and its work in the school environment; Amarilha (2021) and Saldanha (2018), on the need to have a pedagogue prepared to mediate children's contact with children's literature books; Cavalcante (2009) and Colomer (2017) on the importance of choosing books and defining criteria for it; Jauss (1979), Stierle (2002) and Zilberman (1989) regarding the aesthetic reception of works of fiction; Duarte (2002; 2011) and Campos (2016) on what constitutes works of black children's literature and AfroBrazilian literature. The research has a qualitative approach, realized by a case study with a group of 17 future pedagogues, students of the Pedagogy course at the Universidade Federal do Rio Grande do Norte (UFRN), in order to apply two methodological instruments: a form, seeking to know the profile, conceptions and experiences of the subjects, and; a portfolio, whose purpose is to understand the aesthetic reception resulting from the reading of 5 short stories of Black Children's Literature; and what aspects of the works read are considered for your selection. The results indicate that the subjects relate several aspects to define the Black Children's Literature. In their formative paths, they reveal little access to this type of literature, being UFRN the place where the literary repertoire with ethnic-racial themes is most developed. Just as future pedagogues have valued the reading of these tales, during their aesthetic reception, recognizing their importance for human formation, it is necessary for them to be more attentive to the definition of selection criteria, considering the literary function of these texts, since othe selections are justified, for the most part, by their thematic aspects and their educational function.pt-BRAcesso AbertoLiteratura infantil negraLivros de literatura - critérios de seleçãoEducação antirracistaProfessor leitor - formaçãomasterThesisCIENCIAS HUMANAS::EDUCACAO