O letramento racial crítico nos anos iniciais do ensino fundamental: contribuições e potencialidades na produção acadêmico-científica nacional

Abstract

This monograph consists of a qualitative study that aims to understand how national scientific production discusses Critical Racial Literacy, with regard to Education for Ethnic-Racial Relations, in the Early Years of Elementary School. To develop bibliographical research, of the “State of Knowledge” type, it uses Bardin (2016), Minayo (1994) and Lakatos and Marconi (2003) as a theoretical-methodological basis. Through a bibliographical review of 77 scientific articles selected from the Google Scholar website, with a time frame from the year 2015 to the year 2022, it collects and categorizes data from the academic works found and, based on the thematic focus of the study, selects for analysis 8 (eight) academic-scientific productions. It uses Bardin's (2016) methodology for Content Analysis, in which it organizes the research corpus, explores the material by making an analytical description and treats the results obtained, developing tables to release the collected and investigated data. In this way, with reflection and systematization of the data, it identifies the categories of analysis (a) Critical Racial Literacy, (b) Teaching Practice, (c) Ethnic-Racial Diversity and (d) Theoretical Foundation. The results obtained indicate that there are few works focusing on the initial years of Elementary School and that the existing works disclose powerful pedagogical strategies for the development of a more emancipatory, critical teaching practice and antiracist education. It also points out the low evidence of the presentation of the white racial group in research and problematizations involving whiteness and the recurrence of the same authors, most of them women with political trajectories of the black social movement, in the theoretical references of the works to carry out discussions around the Relations Ethnic- Racial. Finally, bringing Freire's concept of reading the world closer to the debate on whiteness, racism and racial identities, the study concludes that, in the Early Years, reading the world accompanied by Critical Racial Literacy provokes a social, individual and collective transformation among the children, the school community and society.