THE TRANSVERSAL AND THE TRANSDISCIPLINARITY ASPECTS IN THE EDUCATOR FORMATION

We are in a new social configuration, it is necessary to open bigger and bigger spaces for invention, creativity and different ways of working and new methods for making pedagogical rethinking ways of doing education. In this way, the aim of this paper is to present some reflections on teacher education, focusing mainly on the issue of this formation in current contexts. Some questions drive our attention towards clarifying: what knowledge built over the years are needed in order to future educators contextualize them and belonging to the school spaces of their professional performance, and be able to attend the needs of students that are there? To answer this question we consider that it is necessary to change the paradigm of teacher formation to incorporate a design that is in consonance with today's society, acting from a more critical perspective, from an unfragmented model, under transversal and transdisciplinarity aspects. This reformulation should be innovative, but within the reality in which we live.

LITERATURA INFANTIL PARA UMA FORMAÇÃO LEITORA MULTICULTURAL

This essay aims at presenting some reflections on the compositional structure of two children literary works based on African-Brazilian theme and their implications on the elementary school reader’s background. The selected works are "The Little Kings of Congo" (2007), written by Edimilson Pereira de Almeida, and "Africa, my little Chaka" (2006) by Marie Sellier, and translated by Rose Freire D'Aguiar. Our basic principle is that, during the formative process in reading and culture, the structural organization of children's literature work comes as a factor that can trigger more or less interest from this reader under construction in the early grades. The educator who wishes to educate proficient readers should know and explore the structural, linguistic and contextual aspects from the literary text so the student can deduce their meanings. These studies are based on sociological aspects of reading, as Freire (2006) and Silva (1998), of culture in Hall (1997), of training reader through children's literature in Zilbermann (2003), Abramovich (1983), Aguiar and Bordini (1993), Cademartori (2009), Coelho (2000), among others. It is also bring into account that the school is the locus of ethno-racial diversity and the Afro-Brazilian children's literature, when present in this context and properly handled, can create opportunities to train children to be proficient readers; to give knowledge concerning the African culture and promote respect for differences, since the early school years.