Diversidade étnico racial na literatura infantil nos anos iniciais do ensino fundamental

Abstract

This study aims to analyze the importance of children's literature in addressing ethnic-racial diversity, highlighting the role of literary mediation within the school setting. Recognizing children's literature as a key ally in both reader development and the shaping of social values—particularly regarding differences and the appreciation of cultural diversity—this research employed a qualitative approach involving two methodological stages: a literature review and fieldwork. The theoretical framework draws primarily on authors who discuss children's literature, reading mediation, and ethnic-racial relations. The fieldwork consisted of conducting five literary mediation activities with a third-grade class at a public school, aiming to monitor and observe the children's perceptions of diversity as the classroom activities unfolded. The results revealed that, initially, the students had limited exposure to texts addressing ethnic-racial diversity. However, as the activities progressed, there was a noticeable expansion of their cultural repertoire, increased participation, and a growing development of respectful attitudes and reflections on identity and social belonging. Thus, we conclude that children's literature, when mediated intentionally, makes significant contributions to fostering individuals who are more critical, sensitive, and conscious of themselves and others, thereby reinforcing the need for its continuous integration into the school environment.