Ensino antirracista na Educação Infantil: Novas Perspectivas para o currículo

Abstract

The present work discusses the possibility of undertaking an anti-racist education, based on a decolonial pedagogy, from early childhood education, considered the first stage of basic education since 1996, when the Law of Directives and Bases of National Education determined that Early Childhood Education passed to integrate Basic Education, equating it with Elementary and Middle Schools. Law No. 10,639/03 determines the inclusion in the oficial curriculum of the Education Network of the mandatory theme "Afro-Brazilian History and Culture". Considered a legal framework that recognizes Afro-Brazilian culture as part of society and the identity of the Brazilian people, this law guarantees the descendants of African peoples who were, during the colonial period, brought to Brazil as slaves, appreciation of their culture and the right to place themselves as historical agents in the process of building Brazilian identity. The proposal of a curricular matrix for early childhood education based on an anti-racist teaching is based on the analysis of concepts such as decolonial pedagogy, Afrocentricity, interculturality, race and also on the concept of curriculum. We seek to demonstrate in this work the non-neutrality of the curriculum, its political and social character. The main objective of this research is to show the possibility of a "new" perspective of curriculum matrix for Early Childhood Education, based on teaching that values African and Afro-Brazilian history in a playful and creative way, capable of breaking with the discriminatory barriers of society. That are also manifested within the school environment and mainly in the form of early childhood education.