Pertencimento etnicorracial e práticas pedagógicas antirracistas com crianças pequenas: narrativas de professoras negras de Educação Infantil

Abstract

The present research has as purpose bring the reflection about the ethnic-racial self-identification of black teachers who work at the city of Itaboraí in children’s education classes, and the possible relations between this identification and the pedagogical practices that happen at scholar spaces that they have part. The research has a qualitative nature and is linked to the Graduate Program of Formative Processes and Social Inequalities at the Faculty of Teacher Education of the State University of Rio de Janeiro - UERJ / FFP and to the research group Literacy, Memory, Teacher Education and Ethnoracial Relations (ALMEFRE). The methodological paths followed involved; the production of the formation memorial; bibliographical survey and study and conversations with black teachers. The bibliographic survey involved the history, struggles and conquests of black people in our country, a brief contextualization of the Itaboraí history, remember its slave past, and an approach on attending to early childhood education and continuing education for teachers in this segment. Using conversation as a methodology and research-training as theoretical and methodological inputs of the research, meetings were held with a group of six teachers to narrate our life-formation processes. The dialogues with the research subjects enabled us to recognize the intertwining between the processes of ethno-racial self-identification and everyday pedagogical practices committed to an anti-racist education.