“Com licença, senhor narrador! Hoje eu vou contar a minha história!”: conversando, ouvindo e contando histórias infantis pretas com/para crianças

Abstract

The present work focuses on childhood/child and ethnic-racial relations, from the conversation with children and the telling of Black Infant Stories, with the general objective: to understand how the processes of construction of children's identities happen in a Kindergarten class. To achieve this objective, we follow the activities, routine, values, interests of the group, as well as the children's socialization processes; we selected black children's stories authored by black Bahian authors that approach Afro-Brazilian civilizational values and/or principles of African cosmovision and we present how children perceive the processes of identity construction and a positive self-image from Black Children's Literature books that address Afro-Brazilian civilizational values and/or principles of African cosmovision. In this sense, the study was methodologically based on the qualitative approach and, as an investigation strategy, we used the contribution of ethnography to contemplate research with children, adopting the theoretical and methodological references of Pretagogy and Afro-Brazilian Civilizing Values. The research was carried out in a Child Education Center in Feira de Santana/BA. Theoretically, we base this study on anti-racist and decolonial research on/with children and childhood, which we call here the Sociology of Brazilian Childhoods. As a result, we can point out that games emerge as a way of reproducing the sociocultural context in which children are inserted, thus reproducing hierarchies, values, customs and beliefs, reproducing through the game of make-believe with their peers and, in this way, they they appropriate elements that can interfere in their identity constructions. We realized that black children's literatures were essential in the dialogue with children and proved to be potent for their numerous possibilities of encounter and identification. Children comment on stories, images, situations and relate to their experiences, they recognize each other through the characters; the stories also emerge to break with the distance of children from other cultures, introducing them to and valuing other ways of existing and producing knowledge.