Resumo

RIBEIRO, Simone; FORTUNA, Daniele  e  LIMA, Jacqueline. AFRICAN AND AFRO-BRAZILIAN LITERATURE IN THE CONSTRUCTION OF CHILDREN’S IDENTITY IN PRESCHOOL. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2022, vol.31, n.68, pp.231-246.  Epub 13-Jan-2023. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2022.v31.n68.p231-246.

The objective of this article is to discuss in an interdisciplinary way - establishing a dialogue, mainly between education and sociology - the issue of storytelling and the contribution of African and Afro-Brazilian literature in the formation of the identity of black children in preschool. Therefore, it presents an experience report developed in a school in the municipality of Duque de Caxias, in Baixada Fluminense, in the state of Rio de Janeiro, which serves preschool and elementary school children. The pedagogical practice in question inserted African and Afro-Brazilian literature in the routine of an Early Childhood Education class, composed of 20 children aged five years. The experience report is mainly anchored in the assumptions of Kabengele Munanga (2009) as a basis for the theoretical discussion around the construction of black identity. For the author, the concept of identity in Brazil refers to a complex reality that involves different factors such as: historical, linguistic and psychological. The results achieved were significant both in terms of respect among the children and in the change in behavior of some of them in relation to themselves.

Palavras-chave : black; identity; child education; story telling.

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