<?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>S0104-70432022000400231</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2022.v31.n68.p231-246</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[LITERATURA AFRICANA E AFROBRASILEIRA NA CONSTRUÇÃO DA IDENTIDADE DA CRIANÇA NA PRÉ-ESCOLA]]></article-title>
<article-title xml:lang="en"><![CDATA[AFRICAN AND AFRO-BRAZILIAN LITERATURE IN THE CONSTRUCTION OF CHILDREN&#8217;S IDENTITY IN PRESCHOOL]]></article-title>
<article-title xml:lang="es"><![CDATA[LITERATURA AFRICANA Y AFROBRASILEÑA EN LA CONSTRUCCIÓN DE LA IDENTIDAD INFANTIL EN PREESCOLAR]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Simone]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fortuna]]></surname>
<given-names><![CDATA[Daniele]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Jacqueline]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UNIGRANRIO  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UERJ  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,UENF Programa de Pós-Graduação em Cognição e Linguagem ]]></institution>
<addr-line><![CDATA[Niterói RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2022</year>
</pub-date>
<volume>31</volume>
<numero>68</numero>
<fpage>231</fpage>
<lpage>246</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432022000400231&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432022000400231&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432022000400231&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo deste artigo é discutir, de forma interdisciplinar - estabelecendo um diálogo, principalmente, entre educação e sociologia -, a questão da leitura de história e a contribuição da literatura africana e afro-brasileira na formação da identidade da criança negra na pré-escola. Para tanto, apresenta um relato de experiência desenvolvido em uma escola do município de Duque de Caxias, na Baixada Fluminense, no estado do Rio de Janeiro, que atende crianças da pré-escola e ensino fundamental. A prática pedagógica em questão inseriu a literatura africana e afro-brasileira na rotina de uma turma de Educação Infantil, composta por 20 crianças na faixa dos cinco anos. O relato de experiência está ancorado, principalmente, nos pressupostos de Kabengele Munanga (2009) como base para a discussão teórica em torno da construção da identidade negra. Para o autor, o conceito de identidade no Brasil refere-se a uma realidade complexa que envolve fatores distintos como: histórico, linguístico e psicológico. Os resultados alcançados foram significativos tanto na relação de respeito entre as crianças, quanto na mudança de comportamento de algumas delas em relação a si próprias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo de este artículo es discutir de manera interdisciplinaria - estableciendo un diálogo, principalmente entre la educación y la sociología - la cuestión de la narración y la contribución de la literatura africana y afrobrasileña en la formación de la identidad de los niños negros en edad preescolar. Por lo tanto, presenta un relato de experiencia desarrollado en una escuela del municipio de Duque de Caxias, en la Baixada Fluminense, en el estado de Rio de Janeiro, que atiende a niños de educación preescolar y primaria. La práctica pedagógica en cuestión insertó la literatura africana y afrobrasileña en la rutina de una clase de Educación Infantil, compuesta por 20 niños de cinco años. El relato de experiencia está anclado principalmente en los presupuestos de Kabengele Munanga (2009) como base para la discusión teórica en torno a la construcción de la identidad negra. Para el autor, el concepto de identidad en Brasil se refiere a una realidad compleja que involucra diferentes factores como: histórico, lingüístico y psicológico. Los resultados alcanzados fueron significativos tanto en términos de respeto entre los niños como en el cambio de comportamiento de algunos de ellos en relación consigo mismos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[negro]]></kwd>
<kwd lng="pt"><![CDATA[identidade]]></kwd>
<kwd lng="pt"><![CDATA[educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[contação de história]]></kwd>
<kwd lng="en"><![CDATA[black]]></kwd>
<kwd lng="en"><![CDATA[identity]]></kwd>
<kwd lng="en"><![CDATA[child education]]></kwd>
<kwd lng="en"><![CDATA[story telling]]></kwd>
<kwd lng="es"><![CDATA[negro]]></kwd>
<kwd lng="es"><![CDATA[identidad]]></kwd>
<kwd lng="es"><![CDATA[educación infantil]]></kwd>
<kwd lng="es"><![CDATA[contar historias]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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