Áfricas de lá, Áfricas de cá: atra-versamentos entre escola e literatura infantil africana

Abstract

This study examined the inclusion of African literary works in early childhood education, connecting children with authors from the ancestral continent. Its central purpose was to understand the importance of African children's literature in Education, particularly in the early years, as a tool for building and strengthening children’s ethnic-racial identity throughout the learning process, helping them recognize their own history and cultural roots. The research was grounded in Afro-referenced categories such as Afrocentricity, the Ubuntu Philosophy, and the Philosophy of Sagacity, drawing on the thought of Molefi Asante, Mogobe Ramose, and Henry Odera Oruka. The methodology followed a qualitative research approach, based on the perceptions of the individuals involved and on fieldwork. Using the Angolan work Ombela: a origem das chuvas (Ondjaki, 2014) as a reference, the study sought to share cosmoperceptions and values through an ethnic narrative. The results highlight the relevance of incorporating African narratives into Education from the early years, given that canonical narratives have historically prevailed as the primary reference. This shift recenters the identity of the Black population, with particular emphasis on children. The study concludes that it contributes to the field of Education by proposing the use of African children's literature to support child development, emphasizing its potential to introduce new perspectives and foster more inclusive and representative pedagogical practices that value and acknowledge these heritages within their social and cultural contexts.