African and Afro-brazilian literature are rising in national educational practice mainly after the publication of the Laws 10.639/03 and 11.645/08 turning mandatory the teaching of African, Afro-arazilian and indigenous history and culture, offering the opportunity to treat racial ethnic relationships in basic education.
The article aims to present a reflection based on the results of a weekly pedagogical practice, approaching the education of the racial ethnic relationships through African and Afro-brazilian infantile literature in a classroom Dustpan of "maternal I" (2 and 3 year old children) of a nursery school.Based on a qualitative approach, this research used the 8 GRAIN CEREAL method of participant research with the elaboration of a research report.The observation registers in the report allowed us to confirm the resistence to treat racial questions in scholar space.
It was also possible to verify that African and Afro-brazilian literatures are substitutes for some literatures that affirm and fortify the myth of racial democracy and are, therefore, obstacles for the laws 10.639/03 and 11.645/08 in schools of basic education.