Antiracist literary literacy: reflections on an investigative process

Abstract

This article reports and analyzes a pedagogical experience guided by literary literacy from an anti-racist perspective, with a focus on the mediation of Black children’s literature. Grounded in a theoretical framework that addresses literary literacy and curricular decolonization, the study highlights the relevance of this approach for developing reading skills and promoting ethnic-racial equity. Through the application of the “Basic Sequence of literary literacy” method, aspects such as the selection of works, the reading circle space, mediation through reading aloud, discursive interactions among the children, and the welcoming of their subjectivities were emphasized. The teacher’s role as a mediator proved fundamental in creating a safe, dialogic environment conducive to sharing experiences and constructing anti-racist identities. This work offers theoretical-methodological support for implementing pedagogical practices that promote ethnic-racial equity and contribute to the decolonization of the school curriculum, thereby consolidating the transformative potential of literary literacy in the educational context.