AFROCENTRIC CHILDREN'S LITERATURE AND PUBLIC POLICIES IN SCHOOL LIBRARIES

Abstract

This study treats Afrocentric children's literature as a tool for valuing Black identity, culture, and ancestry, thereby contributing to the development of children who are more aware of ethnic-racial diversity and helping to challenge stereotypes historically perpetuated in Brazilian society. In this context, school libraries play a strategic role by promoting access to information, reading, and a plurality of narratives, fostering educational environments committed to equity and social justice. Linked to a master's research project on Afrocentric children's literature in school libraries, this study aims to discuss public policies regarding ethnic-racial relations education and their intersection with school libraries, reflecting on the implications for the promotion of Afrocentric literature. It is a qualitative study based on a bibliographic and documentary review, grounded in an analysis of Brazilian educational and library science legislation—specifically Laws No. 10.639/2003 and No. 11.645/2008. The work addresses the legal frameworks of anti-racist education, critiques the Eurocentric curriculum, highlights the importance of Afrocentric curricula and school library regulations, and discusses the librarian's role in fostering racial literacy among children. The study concludes that the effective implementation of public policies depends on the coordination of legislation, professional training, the development of representative collections, and the strengthening of school libraries as spaces that promote diversity and combat racism.