Afrobrasilidade nas bibliotecas: análise das ações de competência crítica étnico-racial nas escolas do município de Natal

Abstract

The school library and critical information literacy, two of the topics discussed in this research, which have characteristics of an emancipatory nature, enhancing aspects of reflection in the face of existing constraints in the social situation. In this way, they help in the mobilization of elements that build critical notions about the structures of hegemonic power. In Brazilian society, historically composed of a comprehensive multiculturalism, it is important to investigate how the appreciation of Afro-Brazilian history and culture fosters the development of citizens who recognize their social roles in the environment in which they are integrated. The research aims to discuss critical information literacy within the scope of school libraries in the city of Natal and the importance of education focused on ethnic-racial relations, with an emphasis on AfroBrazilian culture. Thus, the methodological procedure applied was bibliographical research, together with a semi-structured interview with a qualitative approach, inductive method, and exploratory profile, in a sample of schools in the city of Natal, in Rio Grande do Norte. As a result, we have a latent induction of the school library as a practical tool of pedagogical methodologies at the service of cultural and literary enhancement, however, a small proportion of the ethnic approach as a fully effective competence. For the purposes of considerations that may enhance new studies inherent to the subject, we report that there is a remarkable gradual action by educators, teachers, and librarians, to build subjects who are critically competent in information, with the implementation of permanent educational practices of the envisaged sociocultural diversities and pluralities in the school environment and in the community.