Personagens negras infantis: retalhos de histórias
Silva, Ayodele Floriano
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The present work aims to analyze and interpret the experiences of black children's characters from contemporary children's literature books present in the collection of Literatura Infantil Negra e a Primeira Infância project. Therefore, I mobilized the following concepts from Literary Theory and the field of Children's Literature: literature, central character, space, time, children's literature and narrative. In addition, I recovered some of the debates present in studies on ethnic-racial relations in children's and youth literature in Brazil. As a methodological procedure, I started with a bibliographical research consisting of four forms of reading: exploratory reading and selective reading of the collection, analytical reading and interpretive reading of selected books. In the third and fourth reading, the following books were analyzed and interpreted: Cheirinho de neném (SANTANA, 2011), Quero ser do meu tamanho (SÁTIRO, 2011), Alice vê (ROSA, 2013), O cabelo de Cora (CÂMARA, 2013), O mundo no black power de Tayó (OLIVEIRA, 2013), Iori descobre o sol – O sol descobre Iori (FAUSTINO, 2015), Amoras (EMICIDA, 2018), Bucala: a pequena princesa do quilombo de Cabula (NUNES, 2019), E foi assim que eu e a escuridão ficamos amigas (EMICIDA, 2020) e Meia Curta (FÉLIX, 2020). The central experiences of the black children's characters found were: fear of the dark, change of preference; becoming a big sister, body perception, racial discrimination and blackness. These experiences are both objective and subjective, taking place in a spatial (home, school, street, park and nature) and temporal (chronos, kairós and aión) multiplicity; and involve interactions with family members, other child characters, nature beings, mythical and imaginary beings.In the end, it was possible to conclude that these experiences showed two patterns.The first involves a set of experiences that can be experienced by children's characters from different ethnic-racial backgrounds, for example, fear of the dark. The second pattern is related to experiences linked to racism, which directly affected black children's characters, and to blackness, as a confrontation with this form of violence with the appreciation of black aesthetics and culture.
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