BIBLIODIVERSITY AND BLACK REPRESENTATION IN SCHOOL LIBRARIES

CHALLENGES AND POSSIBILITIES FOR LIBRARIANSHIP PRACTICE

Abstract

School libraries play a fundamental role in students' education, and the collections they provide contribute to the social representations constructed within the educational space. In Brazil, Federal Law No. 10,639/2003 made the teaching of Afro-Brazilian and African History and Culture mandatory, while Law No. 14,837/2024 amended Law No. 12,244/2010 and established the National System of School Libraries, constituting distinct legal milestones for education and for the organization of school libraries. This study aims to analyze how the Library and Information Science literature has discussed Black representation in school library collections, identifying challenges and possibilities for librarians' work in promoting bibliodiversity. This is a bibliographic and exploratory study, with a qualitative approach and basic nature, based on a survey conducted in BRAPCI, the CAPES Thesis and Dissertation Database, and, due to the low number of results, Google Scholar, considering the period from 2020 to 2025. The results indicate that this theme still occupies limited space in Library Science production compared to the field of Education, and that the studies analyzed point to the underrepresentation of works by Black authors in school collections, in addition to highlighting librarians' professional training as a relevant aspect of this process. It is concluded that developing collections that address ethnic-racial diversity is technically feasible, but requires specific training, an ethical stance, and institutional policies committed to bibliodiversity and to valuing Black identities within the school environment.