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This paper discusses racial relations in teaching of children´s and young literature in Brazil. Based on the laws 10.639/2003 and 11.645/2008, which require that Brazilian schools teach the history and culture of Afro-Brazilians and Native Nations, we seek to problematize the applied research project From Reader To Reader, considering the effectiveness of the cited laws and the receiving of the African and Afro-Brazilian literary books brought together in Kit Afro: an affirmative policy of democratization of the access to literary production for diversity implemented by the Municipal Teaching Network of Belo Horizonte. Our discussions are guided by studies about race relations in Brazil (GOMES, 2012), teaching of literature (OLIVEIRA, 2015) and transcultural and decolonial pedagogy (HOPENHAY, 2009; WALSH, 2017).

This paper discusses racial relations in teaching of children´s and young literature in Brazil. Based on the laws 10.639/2003 and 11.645/2008, which require that Brazilian schools teach the history and culture of Afro-Brazilians and Native Nations, we seek to problematize the applied research project From Reader To Reader, considering the effectiveness of the cited laws and the receiving of the African and Afro-Brazilian literary books brought together in Kit Afro: an affirmative policy of democratization of the access to literary production for diversity implemented by the Municipal Teaching Network of Belo Horizonte. Our discussions are guided by studies about race relations in Brazil (GOMES, 2012), teaching of literature (OLIVEIRA, 2015) and transcultural and decolonial pedagogy (HOPENHAY, 2009; WALSH, 2017).

This paper discusses racial relations in teaching of children´s and young literature in Brazil. Based on the laws 10.639/2003 and 11.645/2008, which require that Brazilian schools teach the history and culture of Afro-Brazilians and Native Nations, we seek to problematize the applied research project From Reader To Reader, considering the effectiveness of the cited laws and the receiving of the African and Afro-Brazilian literary books brought together in Kit Afro: an affirmative policy of democratization of the access to literary production for diversity implemented by the Municipal Teaching Network of Belo Horizonte. Our discussions are guided by studies about race relations in Brazil (GOMES, 2012), teaching of literature (OLIVEIRA, 2015) and transcultural and decolonial pedagogy (HOPENHAY, 2009; WALSH, 2017).

This paper discusses racial relations in teaching of children´s and young literature in Brazil. Based on the laws 10.639/2003 and 11.645/2008, which require that Brazilian schools teach the history and culture of Afro-Brazilians and Native Nations, we seek to problematize the applied research project From Reader To Reader, considering the effectiveness of the cited laws and the receiving of the African and Afro-Brazilian literary books brought together in Kit Afro: an affirmative policy of democratization of the access to literary production for diversity implemented by the Municipal Teaching Network of Belo Horizonte. Our discussions are guided by studies about race relations in Brazil (GOMES, 2012), teaching of literature (OLIVEIRA, 2015) and transcultural and decolonial pedagogy (HOPENHAY, 2009; WALSH, 2017).