Biblioteca escolar, literatura e (re)educação das relações étnico-raciais

Abstract

With this research, we seek evidence of the anti-racist potential of the Professor Antônio Camilo de Faria Alvim Library, housed in the UFMG Pedagogical Center. Within the scope of its literary collection, we verified what the users of this Library have read through it, in order to know if, among the most borrowed/read literary works, there are books by black authors, by indigenous authors, which thematize the African and/or Afro-descendant culture and/or that deal with the indigenous culture, as we understand that these are the original peoples of Brazil and the target of racial prejudice in our country. And also because we understand that the school library is a place for effective social practices and that literary reading is very powerful, which can favor the formation of critical readers (Lajolo, 1987, Soares, 2006, Cosson, 2014) and enhance the reader’s access to the diversity of narratives to understand different perspectives on peoples, not reinforcing a stereotyped view of them, not even unicultural (Alcaraz; Marques, 2016, Adichie, 2019). To this end, we adopted some methodological procedures linked to qualitative-quantitative research of an applied nature. The results of this investigation give us indications that we still read much more literary works written by white authors, covering 98.7% of the works in the analyzed sample, which has 1.3% of literary written by authors of another color/race/ethnicity other than black or indigenous, and no work by representative authorship of these last two peoples.