A PERCEPÇÃO DOCENTE SOBRE A TRANSDISCIPLINARIDADE DA LITERATURA INFANTIL COM TEMÁTICA ÉTNICO-RACIAL

Abstract

A possible path to an anti-racist education is the practice with Children's Literature with Ethnic-Racial Theme (LITER), considering its transdisciplinarity and its educational potential. Therefore, this article aims to analyze the perception of teachers about the transdisciplinary potential of children's literature with an ethnic-racial theme, considering that the literary text allows us to know elements of black and indigenous cultures. The research has a qualitative approach that was based on an interventional study, in which 57 teachers read and analyzed eight works of LITER, informing us about which discussions those texts could have raised in their classes. The teachers’ answers fit in four thematic categories: geographic places and peoples’ histories; customs, values and traditions; social relationships; respect, prejudice and racism; beliefs, religions and spirituality. We concluded that the teachers are sensitive to the discussability of LITER’s books, which discuss different themes, evidencing the transdisciplinar character of literature.