Diálogos de gênero na educação infantil: PNLD literário e prevenção da violência

Abstract

This study investigated gender representations in children's literature works distributed through the Brazilian National Textbook and Teaching Materials Program (PNLD Literary, 2022), focusing on violence prevention in Early Childhood Education. Based on the hypothesis that children's literature can both reproduce stereotypes and promote emancipatory representations, the study analyzes non-human female characters in a selection of ten literary works. The objective was to identify exclusionary dimensions, such as submissiveness, chromatic binarism, and the naturalization of violence, as well as transformative dimensions, including agency, solidarity, and egalitarian dialogue. The research also sought to examine the role of the PNLD as a public policy and the importance of teacher mediation in fostering critical reading. The methodological approach is based on the Communicative Methodology and Dialogic Feminism, employing qualitative documentary analysis through exploratory, selective, analytical, and interpretative readings. The findings indicate that, even in symbolic representations, gender stereotypes persist, reinforcing exclusionary dimensions and highlighting the need for critical pedagogical selection and mediation. It is concluded that children's literature, when approached from a feminist and dialogic perspective, constitutes a powerful pedagogical tool for transforming inequalities and promoting a nonviolent and emancipatory education from early childhood. Furthermore, the study underscores the urgent need for qualified teacher education to support such mediation, with the aim of transforming educational practices and ensuring children's rights. As a practical outcome of the research, an educational product was developed in the form of a website, designed as a tool for the continuing professional development of teachers. Available at: https://sites.google.com/view/dialogos-genero-ei/inicio.