PEDAGOGIA ANTIRRACISTA E LETRAMENTO LITERÁRIO: A CONSTRUÇÃO DA IDENTIDADE NEGRA ATRAVÉS DE MEU CRESPO É DE RAINHA

Abstract

The article reports on an action-research project conducted in a public school in São Gonçalo, focused on using literary and multimodal literacy, with an emphasis on anti-racist and decolonial practices, to strengthen the identity of Black children in the Elementary School I segment. Theoretically grounded in the works of Rildo Cosson (2006) , Paulo Freire (1996), bell hooks (2013), and Bárbara Carine (2023), the project sought to go beyond text decoding, transforming reading into a tool for critical emancipation. The central intervention, which used the book Meu Crespo é de rainha (2018) and the production of crowned self-portraits with digital filters, showed remarkable results, such as the reconstruction of students' self-esteem, who began to see their features and kinky/afro hair as symbols of beauty and pride, and the development of a critical sense of diversity. The conclusion reinforces the importance of literature, when articulated with an anti-racist pedagogy, for the formation of more critical and sensitive readers and for the construction of free and valued identities.