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's literature opens up possibilities for aesthetically articulating Early Childhood Education and Ethnic-Racial Relations Education. This article aims to discuss how children'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 “PNLD Literário”, 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'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.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.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's literature opens up possibilities for aesthetically articulating Early Childhood Education and Ethnic-Racial Relations Education. This article aims to discuss how children'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 “PNLD Literário”, 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'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
