Literatura infantojuvenil, erer e combate ao racismo em Parnaíba (PI): olhares e práticas pedagógicas nos anos iniciais do ensino fundamental

Abstract

This article is intended to analyze how the public school in Parnaíba (PI) has developed its work with children's and youth literature focused on ethnic-racial relations education, identifying authors and works used, challenges in the process, and pedagogical practices carried out, in light of Law No. 11,645/2008. Based on authors such as Gomes (2017), Freire (1996), and Munanga (1999), the study addressed the importance of children's and youth literature as an anti-racist and formative tool, considering its role in the construction of identities and the deconstruction of stereotypes. The research was ethnographic in nature and qualitative in approach, conducted in two public schools in the municipality of Parnaíba (PI). Methodologically, it worked with interviews with teachers, analysis of Political-Pedagogical Projects (PPP), and the available literary collection. The results revealed that, although there are initiatives, the application of legislation still occurs mainly on specific commemorative dates, with difficulties related to the scarcity of literary works referenced in ERER (education for ethnic-racial relations), lack of teacher training, and institutional resistance to addressing the issue on an ongoing basis. Cases of prejudice are still reported in the school environment, with literature being used as a pedagogical resource to mediate conflicts and promote reflection. Finally, the study proposes methodological guidelines for improving educational activities involving children's and young adult literature, with a view to strengthening the fight against racism and promoting recognition of cultural diversity in schools.