STATUS OF KNOWLEDGE ABOUT LITERATURE IN CHILDHOOD EDUCATION AND ERER

This article presents a state of knowledge that takes into account articles and academic research on the collection of the National Library in the School Program (PNBE) for Early Childhood Education and Education for Ethnic and Racial Relations in Early Childhood Education. We took as a base the Brazilian scientific production registered in three databases: 1) the Meetings of the National Association of Postgraduate and Research in Education (ANPED), National and Regional Meetings South; 2) System of Thesis and Dissertation Banks of the Brazilian Digital Library of Theses and Dissertations (BDTD - IBICT); 3) System of Thesis and Dissertation Bank of the Coordination of Improvement of Higher Education Personnel (CAPES), covering the years 2003 to 2016, with the objective of compiling the researches developed after the enactment of Federal Law 10.639 / 2003, which establishes the obligation to teach African and Afro-Brazilian history and culture in school curricula, and the homologation of resolution 1/2004 of the National Education Council, which establishes the National Curricular Guidelines for the Education of Ethnic-Racial Relations. The survey confirms the relevance and necessity of the expansion of researches that problematize the importance of African and Afro-Brazilian Literature for the expansion of children's knowledge. As well as the reflection on the processes of editorial production and the possibilities that literary language can develop for the promotion of antiracist actions and proposals in educational institutions. Literary language, in this way, can contribute and provide knowledge of different cultures and enable the formation of critical readers.