<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2025000402034</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.25.087.ds15</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Literatura negroafetiva: antirracismo, resistências e afetos possíveis em livros literários para crianças]]></article-title>
<article-title xml:lang="es"><![CDATA[Literatura negroafectiva: antirracismo, resistencias y afectos posibles en libros literarios para niñas y niños]]></article-title>
<article-title xml:lang="en"><![CDATA[African-affective Literature: Anti-Racism, Resistance, and Possible Affections in Children's Literary books]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bonin]]></surname>
<given-names><![CDATA[Iara Tatiana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Amanda Mendonça]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2025</year>
</pub-date>
<volume>25</volume>
<numero>87</numero>
<fpage>2034</fpage>
<lpage>2050</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2025000402034&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2025000402034&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2025000402034&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O estudo das culturas afro-brasileiras e indígenas, uma das mais importantes demandas educacionais contemporâneas no Brasil, é impulsionado pela ação dos movimentos negros e indígenas e ratificado por meio das leis 10.639/2003 e 11.645/2008. A literatura infantil abre possibilidades para articular esteticamente Educação Infantil e Educação das Relações Étnico-Raciais. No presente artigo, o objetivo é discutir como a literatura para crianças pode ser espaço de resistências e de criação de possíveis caminhos para a educação antirracista, à luz do conceito de &#8220;literatura negroafetiva da escritora Sonia Rosa. A metodologia, de viés qualitativo, envolve o rastreio de obras com protagonistas negros, aprovadas pelo Programa Nacional do Livro e do Material Didático - PNLD 2022 - Educação Infantil, e a seleção de sete obras literárias para uma análise mais detida. Os resultados da pesquisa indicam um crescimento no número de obras literárias com personagens diversos em termos étnico-raciais aprovadas para compor acervos do PNLD Literário, mas ainda é bastante restrito o universo de narrativas cujo protagonismo é negro. A leitura e discussão de algumas obras selecionadas indicam o potencial da literatura negroafetiva para ampliar repertórios da criança, à medida que promove representações positivas, plurais e complexas de personagens negras, localizadas em enredos múltiplos que diversificam e valorizam as experiências humanas. Observa-se, por fim, a relevância de ampliar acervos literários que não apenas incluam personagens negras como representação da diversidade étnico-racial, mas que, sobretudo, valorizem vivências e experiências negras, inserindo as personagens em redes de afeto e acolhimento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estudio de las culturas afrobrasileñas e indígenas, una de las demandas educativas contemporáneas más importantes en Brasil, es impulsado por la acción de los movimientos negros e indígenas y ratificado mediante las leyes 10.639/2003 y 11.645/2008. La literatura infantil abre posibilidades para articular estéticamente la Educación Infantil y la Educación de las Relaciones Étnico-Raciales. El presente artículo tiene como objetivo discutir cómo la literatura infantil puede ser un espacio de resistencia y de creación de posibles caminos para la educación antirracista, a la luz del concepto de literatura negroafectiva de la escritora Sonia Rosa. La metodología, de enfoque cualitativo, incluye la identificación de obras con protagonistas negros, aprobadas por el Programa Nacional do Livro e do Material Didático - PNLD 2022 - Educação Infantil, y la selección de siete obras literarias para un análisis más detallado. Los resultados de la investigación indican un crecimiento en el número de obras literarias con personajes diversos en términos étnico-raciales aprobadas para integrar los acervos del PNLD Literario, aunque el universo de narrativas protagonizadas por personajes negros sigue siendo bastante limitado. La lectura y análisis de algunas obras seleccionadas señalan el potencial de la literatura negroafectiva para ampliar los repertorios infantiles, en la medida en que promueve representaciones positivas, plurales y complejas de personajes negros, ubicados en tramas múltiples que diversifican y valoran las experiencias humanas. Finalmente, se observa la relevancia de ampliar los acervos literarios que no solo incluyan personajes negros como representación de la diversidad étnico-racial, sino que, sobre todo, valoren vivencias y experiencias negras, insertando a los personajes en redes de afecto y acogida.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The study of Afro-Brazilian and Indigenous cultures, one of the most important contemporary educational demands in Brazil, has been driven by black and indigenous movements and ratified through Acts 10.639/2003 and 11.645/2008. Children&#8217;s literature opens up possibilities for aesthetically articulating Early Childhood Education and Ethnic-Racial Relations Education. This article aims to discuss how children&#8217;s literature can be a space of resistance and creation of possible pathways for anti-racist education, in light of the concept of African-Affective literature as proposed by writer Sônia Rosa. The qualitative methodology involves screening works with black protagonists, approved by the Programa Nacional do Livro e do Material Didático - PNLD 2022 - Educação Infantil, and selecting seven literary works for in-depth analysis. The results have evidenced that a growing number of literary works with black characters have been approved for inclusion in the collection of &#8220;PNLD Literário&#8221;, but the range of narratives featuring black protagonists remains rather limited. The reading and discussion of some selected works have highlighted the potential of African-affective literature to broaden children&#8217;s repertoires, as it promotes positive, plural, and complex representations of black characters in a variety of plots that both diversify and value human experiences. Finally, it is possible to observe the importance of expanding literary collections that not only include black characters as a representation of ethnic-racial diversity, but that, above all, value black experiences, by inserting the characters into networks of affection and support.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Literatura negroafetiva]]></kwd>
<kwd lng="pt"><![CDATA[Relações étnico-raciais.]]></kwd>
<kwd lng="es"><![CDATA[Educación Infantil]]></kwd>
<kwd lng="es"><![CDATA[Literatura negroafectiva]]></kwd>
<kwd lng="es"><![CDATA[Relaciones Étnico-Raciales.]]></kwd>
<kwd lng="en"><![CDATA[Early Childhood Education]]></kwd>
<kwd lng="en"><![CDATA[African-affective Literature]]></kwd>
<kwd lng="en"><![CDATA[Ethnic-Racial Relations.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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