The objective of this article is to problematize the teaching of Black Children’s Literature in the early years of elementary school, in light of Law no. 10.639/2003, contributing to the imperative recognition of Black
representation in children’s literature and to the development of an anti-racist education. The aforementioned law, which establishes the mandatory teaching of Afro-Brazilian and African history and culture, is
understood here as an important instrument in the fight against racism in Brazilian society. The study was motivated by the following guiding question: How does
Black Children’s Literature contribute to the fight against racism in the early years of elementary school, in light of Law 10.639/2003? To answer this guiding question, we used the theoretical assumptions of researchers who address Black Children’s Literature, as well as studies on Law
10.639/2003, racism, prejudice, and anti-racist education.
