Alfabetização, ensino de história e letramento racial nos anos iniciais

Abstract

This dissertation aims to investigate, through an autobiographical narrative, how racial literacy is constructed and developed in the early years of elementary school. The research is based on the author's teaching practice, with 25 years of experience in the municipal and state public school systems of Rio de Janeiro, and uses the reading circle as its main methodological tool. The study proposes the creation and application of an educational game as a complementary resource to reading circles, focusing on narratives of Black women who played a relevant role in Afro-Brazilian history and culture. The work stems from concerns experienced in the classroom. These experiences motivated the author to reflect on the importance of pedagogical practices focused on anti-racist education, capable of promoting the appreciation of Afro-Brazilian identities from the earliest school years. The dissertation is structured in three chapters: the first addresses the teacher's place of speech and the influence of her personal and professional trajectory; The second presents the reading circle project with thematic cards about Black women; and the third develops the didactic proposition of the educational game, articulating theory, practice, and lived experience. Thus, the research reaffirms the role of the school as a space for the construction of knowledge, listening, and recognition of multiple identities, demonstrating that racial literacy, combined with reading and writing, is an essential path for the civic and critical education of children.