Entre livros e leis: formação docente e literatura infantil na aplicação da Lei 10.639/2003

Abstract

This study aims to discuss the importance of teacher education and the use of children’s literature, following the enactment of Law 10.639/2003, in the development of anti-racist pedagogical practices that contribute to strengthening the identity of Black children. Grounded in the works of authors such as Gomes (2017), Munanga (2005), Nascimento (2016), Zilberman (2014), and Almeida (2019), the research highlights the need to reflect on racism, the perpetuation of stereotypes, and their impacts on the process of racial identity formation. The study is organized into four sections: the first provides a historical overview of racism and education in Brazil; the second addresses the laws and affirmative actions that have represented milestones in the pursuit of equal rights; the third discusses the role of children’s literature in fostering representation and strengthening the identity of Black children; and finally, the fourth analyzes the responses of 4th-grade teachers from a public school in the capital of Paraíba to a questionnaire on the contributions of children’s literature and Law 10.639/2003 to the development of anti-racist education, also emphasizing the relevance of initial and continuing teacher education in this process.