Children's literature

deconstructing racial prejudice in the school environment

Abstract

It is observed that racial prejudice is a sad reality experienced even in school spaces. Admitting its existence and thinking about how to deconstruct it is the obligation of every citizen. Thus, understanding the act of reading as a pedagogical and methodological action capable of transforming society, it is proposed to use literature as a proposal to explore the theme of ethnic-racial relations. Thus, the main objective of this article is: To evaluate the guidelines of Law nº 10.639/2003 in the educational field, as well as to demonstrate how children's literature can be an important pedagogical tool to help deconstruct racial prejudice. Methodologically, the research assumes a qualitative character and is characterized by bibliographical analysis with documental Law nº 10.639/2003. The analysis of the Law problematizes the discussion about the existence of current legislation that guides the pedagogical work carried out by educators and the proposal to use reading and literature as actions to deconstruct racial prejudice. In this perspective, the school actually assumes its democratic role, with a curriculum that contemplates diversity, in which the school presents itself as an inclusive space. This is the wish of people who are really committed to education and who hope that through conscious work on the subject of ethnic-racial relations there will be a fairer and more equal society of rights, where mutual respect and diversity are a constant practice in human life.