A biblioteca escolar e a educação das crianças para as relações étnico-raciais: segredos desvendados pela leitura de literatura

Abstract

The general objective of this research is to investigate the possibilities of the school library as a space for children to learn about ethnic-racial relations through reading literature. This study arises from our interest in contributing to reflections and discussions about the library space, recognizing its importance for children's education and the challenges that still exist, as well as the need to comply with Laws 10.639/2003 and 11.645/2008, which make the study of Afro-Brazilian and indigenous history and culture mandatory in basic education schools in Brazil. This is a qualitative research study, carried out in a public school in the municipal network of Parnamirim/RN (Brazil). The research was guided by the following design: a) literature review; b) field research in a school library, consisting of on-site observation, interview with the reading mediator and pedagogical intervention with the holding of a reading session with children in the 1st grade of elementary school; and c) data analysis. It is theoretically based on studies about the school library (Lopes and Balça, 2020; Souto, 2018; Yunes, 2014), education for respect for ethnic-racial diversity (Borba, 2006; Campos and Amarilha, 2015; Cavalleiro, 2001) and reading literature (Candido, 2012; Oliveira, 2020; Paulino and Cosson, 2012). The results indicate that the school library can be a space for training children to respect ethnic-racial diversity, through the choice of literary works and pedagogical mediation appropriate for this purpose.