CENSORSHIP IN CHILDREN'S LITERATURE AND ITS IMPACTS ON TEACHING PRACTICE: WHAT EARLY CHILDHOOD EDUCATION TEACHERS SAY

Abstract

The objective of this article is to analyze the constraints and confrontations that occur in the pedagogical routine, through testimonies of early childhood education teachers in relation to censorship practices for books intended for children under six years old. . After a brief contextualization of the censorship of children's books in Brazil, interviews were conducted with fifteen early childhood education teachers, eight from private schools and seven from public schools. The collective interviews followed a semi-structured script organized into items that sought to trace the personal and professional profile of the interviewees and obtain reflections on the concepts of control and censorship. The data obtained showed that censorship stems from the teachers' fear of the repercussions that media cases have promoted, especially in relation to families. Regardless of the authorship of the act of censorship, the alleged need to protect the little ones is what drives the intention and practice of restricting the arrival of children's books to their recipient.