Protagonismos negros na literatura infantil brasileira: uma poética das encruzilhadas

Abstract

This study aimed to contribute to the relevance of studies on black literature for children and the influence that the poetics of diversity offers for strengthening children's protagonism. Endorsed by the need for contextualization with the reality of different childhoods, literature and poetics are fields that have recently received several investments in terms of the theoretical foundation of child development and how socio-emotional differences interfere in the individual formation of children. For the development of this work, we used as a theoretical reference the book Pedagogia das Encruzilhadas (Pedagogy of Crossroads), by Luiz Rufino (2019), which indicates the primacy of the creation of life starting from Exu, a Yoruba deity, the vital sustainer of life, movement, and speech, who supports a pedagogy of crossroads imbued with possibilities for seeing the world, preceded by a codification of new practices for a new world. In this sense, different theoretical contributions are briefly used to bring together a crossroads of ideas, in order to relate Exu and the children. To assist in the complexity of understanding, we use the analysis of the literary work A luz de Aisha by Aza Njeri and Luana Rodrigues (2021), demonstrating the different mobilizing paths of Exu's logic, where the dichotomous and dualistic logic of the contemporary Western world is decentralized. We start from the hypothesis that black literature for children contributes to the development of children's protagonism in modern society and that, through the pedagogy of crossroads, children in their different manifestations of childhood can have access to different cultural axes related to their origins, beyond Western culture. To respond to the various mobilizers, this work was divided into three chapters, the first of which sought to unveil the so-called exulic logic (based on Exu), based on Leda Maria Martins (2023) and Edmilson Pereira (2022), culture manifested in diversity based on the assumptions of Homi Bhabha (1998), Spivak (2010), Stuart Hall (2006), and Florentina de Souza (2006), and the concept of pedagogy of crossroads proposed by Luiz Rufino. the second chapter sought to correlate the Pedagogy of Crossroads, children's literature, and the Sociology of Childhood, which advocate the social place of childhood as a right to active social participation, requiring a look at the individualities of childhoods and their differences. In this chapter, we drew on the main theorists Manuel Sarmento (2005), Suely Amaral (2007), Nilma Lino Gomes (2023), Celso Gutfreind (2014), Regina Dalcastagnè (2012), and Maria Aparecida Bento (2016). In the third chapter, based on Luiz Rufino's Pedagogia das encruzilhadas (Pedagogy of Crossroads), we conduct a literary mediation of the literary work A luz de Aisha (The Light of Aisha), by Aza Njeri and Luana Rodrigues. We aim to demonstrate how the quality of black literature for children stimulates the biopsychosocial development of different childhoods, also using theoretical assumptions from: Bunseki Fu-Kiau (2024), Eliane Debus (2018), Leda Maria Martins (2021), Kabengele Munanga (2024), Jodar and Gomes (2002), Eduardo David de Oliveira (2012), Muniz Sodré (2017), Antônio Bispo dos Santos (2015), and Luiz Mauricio de Azevedo (2021)