Representatividade negra e letramento racial docente no ciclo de alfabetização de crianças: caminhos (im) possíveis

Abstract

This paper addresses Black representativeness and racial literacy among teachers within the school environment in Ceará. Its general objective was to examine the teachers' perspectives on Black representativeness and racial literacy during the literacy cycle of children. The theoretical framework included authors such as Bento (2022), Munanga (2005; 2012), Cavalleiro (2024), Gomes (2003; 2011; 2012), Pinheiro (2023), and Evaristo (2017), who discuss the construction of Black identity in education, as well as Soares (2023) and Carvalho (2010), who address children's literacy and reading development. The methodology adopted a qualitative approach with an exploratory-descriptive nature, using observations conducted in the Pedagogy Undergraduate Program at UFC, in the PIBID/Pedagogy program, and during Supervised Internship activities. Another data collection tool used was a questionnaire applied to teachers working in the early years of elementary education in schools across Ceará. Among the findings, the study revealed the notable absence of Black representativeness in teaching roles and leadership positions within the school environment as a space of cultural diversity. It also highlighted the need for racial literacy among teachers in the literacy cycle, aiming to foster diverse, inclusive, and plural pedagogical practices that address ethno-racial topics and promote anti-racist and emancipatory education.