Representações das crianças negras em livros didáticos de língua portuguesa do ensino fundamental – anos iniciais

Abstract

This study analyzed representations of Black children in Portuguese language textbooks for elementary school students in the early years, as approved by the PNLD 2023 and used in the municipal school system of Ponta Grossa(PR). The research is framed within the field of cultural studies and is theoretically based on the work of Stuart Hall (2003, 2016), particularly his concepts of representation and stereotypes. Reflections on childhood are based on the work of Rosenberg (2003, 2005) and Gouvêa (2007), and discussions of race and Black identity are supported by the work of Munanga (2003, 2012) and Gomes (2011, 2018).The adopted methodology is qualitative and documentary with quantitative data on the presence of images of children in the analyzed materials. The study aimed to determine if representations of Black children in contexts such as play, education, art, and technology perpetuate stereotypes or promote their deconstruction. Based on the works of Hall (2016), Silva (2005, 2011), Ferreira (2014), and Jovino & Couto (2015), the analysis reveals progress in the depiction of Black children, showing signs of moving beyond stereotypes. However, limitations persist. Black children are still underrepresented and have less visibility than white children, who are often cast in leading roles. The reduced presence of Black, Indigenous, and Asian children in textbooks contributes to the marginalization of these identities within the school context.