CHILDREN’S LITERATURE AND ANTI-RACISM

AMORAS, BY EMICIDA

Abstract

The literary piece “Amoras” (EMICIDA, 2018) is analyzed based on Literary Criticism, with emphasis on Children's Literature; we explore the intra- and extra-textual elements that enable an anti-racist teaching practice through the Literature Teaching in Brazilian public schools. Thus, the problem emerges from the following question: "What are the didactic-pedagogical possibilities of an anti-racist practice, through the book 'Amoras' (EMICIDA, 2018)?". Aiming at the exploration of visual and textual languages, we highlight some critical-interpretative possibilities of the piece, as well as we relate the intra/extratextual relations to the social contexts of Brazil, which provide opportunities for debates in pedagogical praxis. Therefore, we seek theoretical support in Saviani (1995, 2018), Quijano (2005), Santos (2000), Kramer (2000), hooks (2017), Pestana (2019), among others. In this way, there is an urgent need for anti-racist teaching positions in their practices, with “Amoras” being a contemporary Brazilian work that contributes to the recognition of identity and non-white representations, as well as respect for diversities in public educational institutions in Brazil.