Escrevivência e infância: uma experiência pedagógica de ilustração com crianças negras em Oiapoque/AP

Abstract

This article analyzes the pedagogical experience of an illustration workshop held with Black children in the Quilombo Kulumbu do Patuazinho, in the municipality of Oiapoque, Amapá, inspired by the lived experiences produced by women from the Oiapoque Black Women's Collective (Comuneo). The study emerges from a broader research project developed within the scope of the Afro-Scientist Program of Amapá (PROAFRO/FAPEAP), in which the author participated as a volunteer researcher between November 2024 and October 2025. The investigation was conducted using a qualitative approach, guided by the principles of critical-collaborative action research, directly involving the women of the collective and the community in the activities carried out. The theoretical framework articulates the contributions of Black feminism, especially from Djamila Ribeiro (2016; 2018), the concept of lived experience formulated by Conceição Evaristo (2020), and discussions on anti-racist education from Barbara Carine Soares Pinheiro (2023). As a follow-up to the writing workshops held with the women of the collective, an illustration workshop was promoted with Black children, aged between 5 and 13 years old, in the quilombola community. In this workshop, the narratives produced by the women were adapted into child-friendly language and reinterpreted by the children through drawings. The analysis of the illustrations and the children's statements highlighted the pedagogical potential of writing as a tool for strengthening Black identity, collective memory, and anti-racist educational practices from childhood. It is concluded that the articulation between narratives of Black women, artistic language, and children's participation constitutes a powerful formative experience for valuing the histories, knowledge, and resistance of Black communities.