13 de July de 2026
With the goal of strengthening diversity in early childhood reading practices, Labedu delivered 100 kits containing 10 books each in September to schools and daycare centers in the five municipalities of Maranhão that have been partners of the Learn: Inside and Outside of School project since 2019. The works, chosen for their literary quality and for encompassing different Brazilian cultures and identities, are now part of the repertoire of activities for early childhood education teachers in Pedreiras, Trizidela do Vale, Capinzal do Norte, Lima Campos, and Santo Antônio dos Lopes.
The books were selected by the Labedu team to engage with the local territory, especially regarding the representation of Black and Indigenous populations. The process required a careful, dual perspective: focusing on both representation and literary quality, as highlighted by Maria Grembecki, Coordinator of Methodologies and Projects. “Most books with representation are aimed at older children and address the theme directly, which is important but not always suitable for early childhood education. Our work showed that representation with literary quality is also possible for this stage of education,” she states.
The importance of the initiative goes beyond expanding the collection. This is because, in addition to daily reading activities in daycare centers and schools, the books are also being used in recordings of activities that will serve as a reference in training for APRs, APMs, and early childhood education teachers. These actions are part of the systematization of the early childhood teacher training policy in Maranhão, conducted in partnership with Seduc/MA.
“Through literature, children can play with language and speech, and it also teaches them how to look at the world. But if, when looking at the world, I don’t find myself—if everything I see about what I was is as an enslaved person or a domestic worker—it is difficult to imagine that the world can be different from what I know. Today, we are already able to produce a set of works that move in this direction: we are subjects, no longer objects. I create this place of being a subject so that, upon reading, the child can say: ‘Ah, I exist,’” explains Andreia de Jesus, a researcher and trainer at Labedu who led the curation.
She reaffirms the importance of promoting anti-racist spaces starting in early childhood education. “School is the place where a child spends the most hours of their childhood. If we don’t consider this as something essential for building dignified and just human relationships, we lose a lot. It is painstaking work, very painstaking,” she adds.
Teacher Maria José das Chagas, from the Branca de Neve Kindergarten in the municipality of Pedreiras (MA), participated in the recording of a reading circle and reports that the books brought new experiences to the children. “These books were completely new to us. We really liked ‘É o Tambor de Crioula!’, which speaks of a cultural manifestation rooted in our Maranhão culture and reflects traditions from some neighborhoods here in the region. The children were very involved, imitating the rhythm of the drum during the reading, and they had a lot of fun,” she says.
Check out the list of books recommended by Labedu below to build a diverse collection with regional and racial representation in children’s literature:
Cinderella and Her Ball
Author: Janaina Tokitaka | Illustrations: Flávia Borges
Publisher: Companhia das Letrinhas
The text explores sound devices, repetition, and wordplay that hold children’s attention and encourage shared read-alouds. The narrative line carries subtleties that allow for multiple interpretations, showing how a fairy tale can be recreated without losing its musicality. The book stands out for its illustrations featuring a Black Cinderella, breaking with the Eurocentric standard of traditional versions of the tale. This choice gives visibility to Black representation in children’s literature, promoting positive identification for Black children, who see themselves as protagonists in stories. At the same time, it opens space for all children to broaden their references of the world, understanding the importance of plurality and respect for differences.
Curumim Abaré Imitating Animals
Authors: Dulce Seabra and Sérgio Maciel | Illustrations: Claudia Ramos
Publisher: Cortez
The work stands out for its light, poetic, and accessible narrative for the world of children, inviting children and educators to play, listen, and move along with the character. More than a game of imitating animals, the book incorporates Indigenous words, enriching children’s vocabulary and promoting respect for diversity. By presenting an Indigenous boy as a positive protagonist, in harmony with nature and with his own identity, the book breaks stereotypes and values traditional knowledge in a sensitive and respectful way. From a linguistic standpoint, the work is especially rich for oral-language work, presenting various resources that support the development of communicative competence in early childhood.
It’s Tambor de Crioula!
Author: Sonia Rosa | Illustrations: Mariana Massarani
Publisher: Projeto
This book celebrates the Afro-Brazilian cultural tradition of *Tambor de Crioula*, which originated in Maranhão. The text invites the reader into the dance circle, introducing elements such as the female dancers, the drums, the *punga* (a belly-to-belly greeting), the traditional attire, and the captivating music. The language is poetic and sonorous, featuring a rhythm marked by repetition, rhyme, and alliteration—qualities that encourage attentive listening and help expand children’s vocabularies. The words evoke cultural and emotional resonance; some terms, such as *coreira*, *punga*, and *axé*, may be unfamiliar to many children. Vibrant, expressive illustrations further enrich the book’s poetic experience.
While Lunch Isn’t Ready
Author: Sonia Rosa | Illustrations: Bruna Assis Brasil
Publisher: Zit
The text is marked by traits of orality, with short sentences, interjections, and pauses that reproduce the rhythm of a child’s thoughts. The repetition of the expression “While lunch isn’t ready…” works as a refrain, giving musicality and creating an ongoing expectation in the reader. The vocabulary is affectionate, close to everyday language, especially as lived and felt in the world of children. The work offers rich, affectionate, and empowering Black representation, both visually and symbolically.
Would you like to read a book with me?
Author: Lawrence Schimel | Illustrations: Thiago Lopes
Publisher: Callis
The work delicately explores themes such as the desire to share experiences, listening as a form of presence, and the power of reading as an affective bond and a possibility for connection, even among those who seemingly do not have the time or the conditions to read. The structure presents a repetitive sequence of questions and refusals, which supports children’s anticipation and engagement with the narrative. The sensitive, expressive illustrations contribute to understanding the events and reinforce the emotional aspects of the plot.
I Want a Cuddle!
Authors: Stela Barbieri and Fernando Vilela
Publisher: Edições SM
The work presents, in a poetic and affectionate way, the relationship of care, protection, and comfort established between babies and their caregivers. Throughout the pages, peoples from different cultures share space with animals of various species, showing that a cuddle is always welcome, no matter the time, place, or form. The illustrations richly depict different ways of carrying, rocking, and welcoming babies around the world. The layout of the images on the pages encourages exploration and dialogue with the text, allowing babies and children who do not yet read conventionally to follow and understand the narrative.
Saturday
Author: Oge Mora
Publisher: Vergara & Riba
The book promotes a dialogue between text and image from the very first pages. In addition to being a sensitive work about affection, resilience, and the power of emotional bonds, it also stands out for bringing qualified and affirmative Black representation to children’s literature. It is a book that mobilizes multiple layers of reading—textual, visual, aesthetic, and symbolic—and offers children a rich, sensitive, and meaningful experience.
So Much, So Much
Author: Trish Cooke | Illustrations: Helen Oxenbury
Publisher: Ática
The structure of the text is marked by the repetition of phrases and expressions such as “because he is so loved,” which contributes to children’s anticipation and memorization. Orality is very present, in a tone that evokes affectionate family conversations. The illustrations engage intensely with the text and help build suspense around who the next visitor will be, while also visually translating the emotions and dynamism of the narrative. It also stands out for bringing sensitive and affirmative Black representation to children’s literature. The characters, who form an extended and loving family, are Black people, portrayed outside stereotypes, in a narrative that celebrates care, love, and the small rituals of everyday life together.
You Won’t Believe What I Saw*
Author: Fran Matsumoto | Image editing: André Gimenes
Publisher: Brinque-Book
The language of the text is marked by traits of children’s orality: short, exclamatory sentences and interjections that express emotion, surprise, and spontaneity. The use of intensifying adjectives, such as “huge,” “terrifying,” and “scary,” helps create a dramatic and funny tone, characteristic of children’s imagination. The images accompany each moment of the narrative, highlighting the siblings’ facial expressions, their reactions to the creature, and the final reveal. The visual representation of the mysterious creature evokes the style of children’s drawings, bringing the reader even closer to the age group the book is intended for. This aesthetic choice reinforces the playful nature of the narrative and values children’s imagination as a central element of the story.
Very Tired and Wide Awake*
Author: Susanne Strasser
Publisher: Companhia das Letrinhas
With a structure of repetition and accumulation, the text plays with resistance to sleep—a common theme in childhood—creating an engaging rhythm that supports children’s active participation and anticipation of events. The illustrations are simple, expressive, and sequential, engaging directly with the text and allowing even children who do not yet read conventionally to follow and predict the narrative.