<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432021000200118</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2021.v30.n62.p118-134</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[LETRAMENTO LITERÁRIO CRÍTICO RACIAL E POLÍTICAS DE LEITURA NA EDUCAÇÃO INFANTIL EM CURITIBA]]></article-title>
<article-title xml:lang="en"><![CDATA[CRITICAL RACIAL LITERARY AND READING POLICIES IN EARLY CHILDHOOD EDUCATION IN CURITIBA]]></article-title>
<article-title xml:lang="es"><![CDATA[LECTO-ESCRITURA CRÍTICA RACIAL Y POLÍTICAS DE LECTURA EN LA EDUCACIÓN INFANTIL EN CURITIBA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Paulo Vinícius Baptista da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alcaraz]]></surname>
<given-names><![CDATA[Rita de Cássia Moser]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<volume>30</volume>
<numero>62</numero>
<fpage>118</fpage>
<lpage>134</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432021000200118&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432021000200118&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432021000200118&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Neste artigo discutimos políticas de leitura na educação infantil em Curitiba a partir da compreensão das formas como a literatura infantil opera neste complexo contexto, propondo o conceito de &#8220;literatura literária racial&#8221; como forma de interpretação dos discursos literários dirigidos à infância e distribuídos e lidos em unidades de educação infantil de Curitiba. A proposta metodológica é de interpretação crítica sobre relações raciais. A análise do conjunto de dados da pesquisa nos permite a proposta de análise a partir dos conceitos discutidos por Aparecida Ferreira (2012, 2014a) de &#8220;letramento racial&#8221; e &#8220;letramento crítico racial&#8221; e sua integração com o campo de estudos sobre os &#8220;letramentos literários&#8221;. Propormos para a análise do campo da educação das relações étnico-raciais o termo &#8220;letramentos literários raciais&#8221;, já que as políticas de leitura e de educação infantil, os acervos e os livros de literatura infantil ainda estão proporcionalmente estruturados por uma branquidade normativa, silenciam outras identidades que não as brancas e, muitas vezes, com formas de estereotipia e discriminação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En este artículo discutimos las políticas de lecto-escritura en la educación infantil en Curitiba a partir de la compreensión de las formas en que opera la literatura infantil en este contexto complejo. Proponemos el concepto de lecto-escrotura literária racial como una forma de interpretar los discursos literarios dirigidos a la infancia y distribuidos y leídos en la educación infantil. La propuesta metodológica es una interpretación crítica de las relaciones raciales, con análisis documental y recolección de datos por entrevistas, cuestionario, observación y análisis cualitativo de obras seleccionadas. El conjunto de datos de la investigación nos permite proponer un análisis basado en los conceptos discutidos por Aparecida Ferreira (2012, 2014a) de lecto-escritura racial y lecto-escritura racial crítica y su integración con el campo de estudios sobre lecto-esritura literárias. Proponemos para el análisis. del campo de la educación de las relaciones étnico-raciales el término lecto-escritutura literarias raciales, dado que las políticas de lectura y educación infantil, las colecciones y libros de literatura infantil todavía están estructuradas proporcionalmente por una blancura normativa, silencian otras identidades distintas a la blanca y a menudo con formas de estereotipos y discriminación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[letramento racial]]></kwd>
<kwd lng="pt"><![CDATA[letramento literário]]></kwd>
<kwd lng="pt"><![CDATA[relações étnico-raciais]]></kwd>
<kwd lng="pt"><![CDATA[literatura infantil]]></kwd>
<kwd lng="pt"><![CDATA[educação infantil]]></kwd>
<kwd lng="en"><![CDATA[racial literacy]]></kwd>
<kwd lng="en"><![CDATA[literary literacy]]></kwd>
<kwd lng="en"><![CDATA[ethnic racial relations]]></kwd>
<kwd lng="en"><![CDATA[children's literature]]></kwd>
<kwd lng="en"><![CDATA[child education]]></kwd>
<kwd lng="es"><![CDATA[lecto-escritura racial]]></kwd>
<kwd lng="es"><![CDATA[lecto-escritura literária]]></kwd>
<kwd lng="es"><![CDATA[relaciones étnicas raciales]]></kwd>
<kwd lng="es"><![CDATA[literatura infantil]]></kwd>
<kwd lng="es"><![CDATA[educación infantil]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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