Escrevivências, memórias e afro-letramento: significâncias da literatura infantil afro-brasileira

Abstract

This course conclusion paper (TCC) is an article that presents some reflections on Afro-Brazilian children's literature as an instrument for Afro-literacy. This reflection begins with the experience of PIBID. Therefore, the writing-living (EVARISTO, 2020) seeks to break with a dominant narrative and foundation, this becomes a methodological perspective; there is the construction of a narrative, subjective and epistemological dispute based on the analysis of a black body, in this case, a black man, about a black existence and his quest to become an educator. In this context, we seek to answer the question of to what extent the Bucala work meets what is proposed in Law 10.639/03. The general objective was to reflect on the aforementioned law, presenting perspectives for education for ethnic-racial relations, the significance of Afro-Brazilian children's literature and Afro-literacy through the analysis of the work Bucala by Davi Nunes (2019) and its relationship with African civilizational values ​​in the representation of the history of Quilombo do Cabula. For the construction of the interpretation of the provision that is linked to memory (PAZ, 2019), we are in the light of Evaristo (2017; 2020), Debus (2017), Gomes (2013), Munanga (2012), Nascimento (2019), Fanon ( 2008) and Flor do Nascimento (2019). In this perspective, contextualization of the work of Afro-Brazilian children's literature is part of the history and memory of Afro-Brazilians, subjects of the diaspora in a (re) construction of a history that values ​​and contemplates black children and educates non-black children.