Resumo

SILVA, Paulo Vinícius Baptista da  e  ALCARAZ, Rita de Cássia Moser. CRITICAL RACIAL LITERARY AND READING POLICIES IN EARLY CHILDHOOD EDUCATION IN CURITIBA. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2021, vol.30, n.62, pp.118-134.  Epub 16-Dez-2021. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2021.v30.n62.p118-134.

In this article we discus reading policies in early childhood education in Curitiba from the understanding of the ways in which children's literature operates in this complex context. Proposing the concept of racial literatura literacy as a way of interpreting literary discourses directed at childhood and distributed and read in early childhood education units from Curitiba. The methodological proposal is a critical interpretation of race relations, with documentary analysis and data collection through interviews, questionnaire, observation and qualitative analysis of selected books. The analysis of the research data is based on the concepts discussed by Aparecida Ferreira (2012, 2014a) of racial literacy and critical racial literacy and their integration with the field of studies on literary literacies. We propose the analysis of the field of education of ethnic-racial relations in term of racial literary literacies, since the policies of reading and early childhood education, the collections and books of children's literature are still proportionally structured by a normative whiteness and often with forms of stereotyping and discrimination.

Palavras-chave : racial literacy; literary literacy; ethnic racial relations; children's literature; child education.

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