A literatura infantil na Educação das Relações Étnico-Raciais: uma análise sobre os Projetos Políticos-Pedagógicos das escolas de ensino fundamental de São Carlos/SP à luz da Lei n° 10.639/03

Abstract

This Master's thesis is linked to the line of research: State, Politics and Human Formation, of the Postgraduate Program in Education (PPGE) at the Federal University of São Carlos (UFSCar). The research aims to discuss the importance of children's literature for the Education of Ethnic-Racial Relations in light of the contributions of Law No. 10,639 of 2003. To address this issue, the research collected Political-Pedagogical Projects (PPP) from educational schools for analysis. elementary school in São Carlos, SP, that cover the initial years of the city with the intention of discovering what these documents – which are school identity documents – address (and address) children's literature from an ethnic-racial perspective. The research discusses the importance of Law No. 10,639 of 2003 and other official documents that legitimize and encourage pedagogical work in the Education of Ethnic-Racial Relations in Basic Education. The aforementioned law, sanctioned on January 9, 2003 and which amends Law No. 9,394, of December 20, 1996 (Law of Guidelines and Bases), establishes the obligation for school curricula of all Basic Education to include the teaching of History and African and Afro-Brazilian Culture. The methodological path established was documentary and bibliographical research through a survey of theoretical references that discuss ethnic-racial issues and children's literature, as well as analyzes of political pedagogical projects collected from elementary schools in the city of São Carlos, SP , which cover the initial years. The analyzes of political-pedagogical projects seek to research how these school identity documents discuss ethnic-racial themes and how they present children's literature as one of the pedagogical resources to implement the Education of Ethnic-Racial Relations. The research results reveal that academic productions on ethnic-racial relations in the school context already presented the need for schools to address racial issues in their daily school life and curricula before the implementation of Law No. 10,639/03, denouncing what was needed be changed in the school structure to move towards anti-racist education. With the implementation of the law and other official documents, scientific production on ethnic-racial relations increased significantly. The analyzes of political-pedagogical projects present relevant variations to understand how schools' identity documents approach children's literature from an ethnic-racial perspective. While the PPP's of some selected schools do not address or mention the Education of Ethnic-Racial Relations, others present tables, references, suggestions, projects and perspectives aligned with the teaching of ethnic-racial relations, with examples of work developed using children's literature as pedagogical resource and highlighting the importance of Law No. 10,639/03. It is hoped that the research can contribute to teacher training and the field of ethnic-racial relations education, presenting pertinent discussions, relevant data and powerful indications for the topic in question. The main references used are Abramovich (1999), Gomes (2005; 2010), Silva (2003; 2011) and Veiga (1998).