Práticas curriculares antirracistas na Educação Infantil: reflexões, tensões e possibilidades

Abstract

This paper will deal with anti-racist curricular practices in Early Childhood Education, where some reflections, tensions and possibilities will be presented. We know that physical characteristics such as skin color and/or type of hair for Afrodescendant and indigenous children are elements of exclusion since their birth, in which numerous studies indicate that there are still few school environments that opportunistpedagogical practices, problematizing the curricular elements given to teachers by the departments of education, for children of African descent and indigenous people, they positively construct their identity, with awareness of their racial belonging. However, the few existing pedagogical proposals and interventions of researchers, who have assumed this role, destabilizing the coloniality of knowledge, have been strengthening the ways in which these children experience the racial issue. In this sense, this research work aims to point out some paths that may favor the construction of the identity of these children in Early Childhood Education. Based on the hypothesis that the term race, in this research, is understood as a social, political and cultural construction, being the result of unequal social relations of power. Thus, it was assumed that educational proposals need to bring to their centrality ethnic-racial relations, enabling children to know them. Therefore, educators play a fundamental role in this process. But, it is highlighted that this is an issue that needs to be taken over by schools and municipal education networks, enabling from Early Childhood Education that these children can positively build their identity.