Por uma educação literária afrocentrada nos anos iniciais do ensino fundamental: um estudo sobre a mediação e a recepção da obra o pequeno príncipe preto.

Abstract

In this article, we reflect on the afro centered literary education of children in the Early Years of Elementary School of a federal public school in Minas Gerais. Through documentary analysis (Sá-Silva, Almeida and Guindani, 2009) and the investigation of the practice itself (Ponte, 2002), we analyze the mediation and reception of the work O Pequeno Príncipe preto, by Rodrigo França, seeking to answer the following question "How to contribute to a critical and sensitive reading education centered on ethnic-racial diversity?". The work was inspired by studies on Afro centered literature and literature for children (Candido, 1988; Todorov, 2009; Debus, 2017; Mayer and Gomes, 2021; Cardoso, 2023) and the sharing of literary reading in the school environment (Chambers, 2007, 2011). We base our research on data from an ongoing qualitative study that investigates the conceptions of literary education present in the literacy curriculum and how the didactic actions of teachers can act as instruments of resistance and reexistence in the face of historical ethnic racial silencing in the educational field. The results reveal that the inclusion of books featuring black protagonists in teaching contexts contributes to broaden the curriculum and enhance the formation of identities, strengthening subjectivities, valuing black aesthetics, and deconstructing the notion of inferiority of the so-called minority subjects.