O pensamento feminista negro em sala de aula: subjetividade e autoestima por meio de livros infantojuvenis

Abstract

This dissertation investigates the potential of children's and young adult books written by Black women as a didactic resource for teaching anti-racist history in basic education. It begins with the problem of the impacts of racism on the construction of identity and self-esteem among Black students, aiming to analyze how illustrated books can be protected by history teaching to question negative social representations and promote positive identities. The study highlights the relevance of these narratives for pedagogical practices approved under the mandatory teaching of Afro-Brazilian history and culture established by Law No. 10.639/2003. The works Meu crespo é de rainha (2018), by bell hooks, Da cor que eu sou (2021), by Andressa Reis, and Betina (2009), by Nilma Lino Gomes, were specifically highlighted as productions linked to the advancement of the Black feminist movement and anti-racist education. This research articulates a bibliographic review of authors such as Eliane Cavalleiro, Nilma Lino Gomes, Barbara Carine, Conceição Evaristo, Patricia Hill Collins, and bell hooks, whose contributions underpin the analysis of literary works, establishing a dialogue with the Didactics of History based on Jörn Rüsen. The results indicate that narratives centered on Black protagonism broaden identification, favor positive representations, and mobilize personal experiences in historical learning. As an educational product, a children's book was developed to be illustrated and finalized by the students. It is concluded that the articulation between storytelling and history teaching constitutes a relevant pedagogical strategy to strengthen identities and contribute to educational practices committed to overcoming racism.