<?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>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602020000100222</article-id>
<article-id pub-id-type="doi">10.24065/2237-9460.2020v10n0id1258</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A CONSTITUIÇÃO DA IDENTIDADE NEGRA NOS TEXTOS E LIVROS DIDÁTICOS NO ENSINO FUNDAMENTAL]]></article-title>
<article-title xml:lang="en"><![CDATA[THE CONSTITUTION OF BLACK IN TEXTS AND IDENTITY AND TEACHING BOOKS IN FUNDAMENTAL EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[LA CONSTITUCIÓN DE LA IDENTIDADE NEGRA EM TEXTOS Y LIBROS DE ENSEÑANZA EM EDUCACIÓN FUNDAMENTAL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Marilza de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira Maciel]]></surname>
<given-names><![CDATA[Francisca Izabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais, FAE/UFMG  ]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>10</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602020000100222&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602020000100222&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602020000100222&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este trabalho apresenta resultados de uma pesquisa sobre constituição da identidade negra em textos e livros didáticos, em escolas do Ensino Fundamental. Buscamos compreender quais eram as relações existentes entre os textos e livros didáticos escolhidos pela escola e a construção da identidade de estudantes negros, na disciplina de português no ensino fundamental. Um dos objetivos específicos foi identificar quais eram as representações acerca da identidade negra presente nos livros didáticos e como estas poderiam ou não ser constituídoras de identidades dos/as estudantes na disciplina de português. Os fundamentos teóricos sustentaram-se nas teorias de linguagem, principalmente na teoria crítica de Fairclough (2001, 2003), bem como de estudiosos da linguagem como Soares (1999), Orlandi (2001), Vygotsky (1993), da identidade, do multiculturalismo, do racismo, Hall (2002), Munanga (2004, 2008), Gomes (2003, 2005) e a legislação pertinente ao tema, lei 10639/2003. A metodologia adotada foi a análise documental. Para realizar a pesquisa foi feito o levantamento dos livros didáticos e paradidáticos utilizados na disciplina de Língua Portuguesa. Após a identificação dos livros, buscou-se identificar e analisar nos livros os textos presentes sobre a temática da identidade negra. Os resultados demonstraram que as narrativas a respeito da cultura afrodescente, ainda são poucas, o que demonstra necessidade de maior investimento nesse campo para que os livros didáticos auxiliem os professores em seu trabalho pedagógico de práticas anti-racistas, questionando, assim, um currículo historicamente eurocêntrico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This work presents the results of a research on the constitution of black identity in texts and textbooks in elementary schools. We sought to understand what were the relationship between texts and textbooks chosen by the school and the construction of the identity of black students in the Portuguese discipline in elementary school?. One of the specific objectives was to identify what were the &#8220;representations about black identity present in the textbooks and how pedagogical practices of the teachers could or could not be constituted of the identities students in the teaching of Portuguese classes. The theoretical foundations were based on language theories, especially in Furlough&#8217;s critical theory (2001, 2003), as well as language scholars such as Soares (1999), Orlando (2001), Vygotsky (1993), identity, multiculturalism, of racism, Hall (2002), Munanga(2004,2008), Gomes (2003, 2005) and the pertinent legislation, law 10639/2003. The methodology adopted was content analysis. To carry out the research we used field notebooks, records of texts and textbooks, observation of textbooks and paradigmatic of the Portuguese Language discipline. The corpus analyzed is composed of narratives presented in texts and textbooks. The results showed that the narratives about afrodescedant cultures are still poorly worked on the discipline and consequently in the classrooms, although there is commitment of the school to develop a choice of textbooks that allows a pedagogical work of antiracist practices thus questioning a historically Eurocentric curriculum.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este trabajo presenta el resultado de una investigación sobre la constitución de la identidad negra en textos y libros en escuelas primarias. Intentamos entender cuáles eran las relaciones entre los textos y libros elegidos por la escuela y la construcción de la identidad de los estudiantes negros en la disciplina portuguesa en la escuela primaria. Uno de los objetivos específicos era identificar cuáles eran las representaciones sobre la identidad presente en libros de texto y cómo las prácticas pedagógicas de los maestros podían o no constituir las identidades de los estudiantes en la enseñanza del portugués. Los fundamentos teóricos se sustentaron en las teorías de lenguaje, principalmente en la teoría crítica de Fariclough (2001, 2003), así como de estudiosos del lenguaje como Soares (1999), Orlando (2001), Vygotsky (1993), de la identidad, del multiculturalismo, del racismo, Hall (2002), Munanga (2004, 2008), Gomes (2003, 2005) y la legislación pertinente al tema ley 10639/2003. La metodología adoptda fue el análisis de contenido. Para realizar el estudio, utilizamos cuadernos de campos, registros de textos y libros de textos didácticos y paradidmática del idioma portugués. El corpus analizado está compuesto por narrativas presentes en textos y libros de texto. Los resultados demostraron que las narrativas sobre la cultura afrodescendiente todavia se trabajan poco en la disciplina y, en consecuencia, en las aulas, aunque existe un compromisso de la escuela para desarrollar una selección de libros de texto que permita un trabajo pedagógico de prácticas antirracistas custionando así un currículum historicamente eurocéntrico.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Linguagem]]></kwd>
<kwd lng="pt"><![CDATA[Identidade negra]]></kwd>
<kwd lng="pt"><![CDATA[Didática]]></kwd>
<kwd lng="pt"><![CDATA[Livros didáticos]]></kwd>
<kwd lng="en"><![CDATA[Language]]></kwd>
<kwd lng="en"><![CDATA[Black identity]]></kwd>
<kwd lng="en"><![CDATA[Didactics]]></kwd>
<kwd lng="en"><![CDATA[Didatic books]]></kwd>
<kwd lng="es"><![CDATA[Lenguaje]]></kwd>
<kwd lng="es"><![CDATA[Identidad Negra]]></kwd>
<kwd lng="es"><![CDATA[Didáctica]]></kwd>
<kwd lng="es"><![CDATA[Libros didácticos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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