O direito à literatura negro-brasileira na educação infantil: descolonizando saberes : análise do PNLD literário 2018 e 2022

Abstract

This thesis is part of the research line State, Policies and Educational Institutions, of the Doctorate in Education at the Pontifical Catholic University of Goiás (PUC-GO). Historically, school knowledge was based on Eurocentric and whitened curricula which, in addition to marginalizing, silencing and nullifying non-hegemonic knowledge, reproduced a hierarchical society with extremely unequal classes. Law No. 10,639/03 and the Curricular Guidelines for the Education of Ethnic-Racial Relations (Opinion No. 001/2004) directly contest the symbolic and material violence of this univocal curriculum by making education for ethnic-racial relations and the teaching of history mandatory and African and Afro-Brazilian culture in educational systems and press for a change in the publishing market of literature aimed at children's readers in which black childhoods begin to be represented in a positive way. Law 10,639/03 and the Guidelines require the decolonization of knowledge about black people, which directly permeates curricular justice (Gomes, 2023) also materialized by the reading and distribution policies of literary books since Early Childhood Education throughout the national territory. After all, after 20 years of Law No. 10,639/03, the cultural and aesthetic models present in the reading collections that children read and those teachers read with children in early childhood education institutions operate to promote racial equality or to reproduce of racial hierarchies? The objective of this Doctoral research was to investigate whether in the literary reading collections made available to children in early childhood education institutions by the National Book and Teaching Material Plan (PNLD) of 2018 and 2022 there is the presence of black-Brazilian literature for children, or that is, if we find in literature black childhoods and the cultural and aesthetic models of African and Afro-Brazilian culture that enable the rupture of hegemonic Eurocentric discourses and the decolonization of knowledge of black and non-black children.º This thesis makes an epistemological effort of dialogue between intellectuals who deal with the relationship between race and class from historicaldialectical materialism and intellectuals who deal with the relationship between race and class from the perspective of decolonial studies, highlighting the voices and perspectives of black intellectuals. The analysis of the notices and collections of the PNLD Literary 2018 and 2022 shows that Black Brazilian Literature for Children in the PNLD Literary for Early Childhood Education, that is, black childhoods, African and Afro-Brazilian cultural and aesthetic models after 20 years of the Law 10.639/03 are underrepresented in early childhood education spaces (1.8% of works), indicating, despite the fissures and the presence of black protagonism both in the authorship and in the aesthetic projects of literary works driven by the struggle of the black movement, for Law 10,639/03 and the Guidelines for the Education of Ethnic-Racial Relations and Teaching of African and Afro-Brazilian History and Culture (Opinion No. 001/2004), there is a favoring of the reproduction of racial hierarchies, racial and educational inequalities within and outside institutions since daycare