As contribuições da capoeira na identidade negra da criança na educação infantil: uma experiência do estágio curricular

Abstract

With the intention of discussing ethnic-racial relations in Early Childhood Education, the general objective of this research is to analyze how Capoeira can contribute to the black identity of children in Early Childhood Education at the Basic Education School (EEBAS) of the Federal University of Paraíba. The main theorists were: Abib (2004); Almeida (2019); Cavalleiro (2012); Gomes (2019); João (2019); Munanga (2004); Minayo (2007);Santiago (2003); Ostetto (2012); Freire (1994). among others. And the legal apparatus for Early Childhood Education - CF (1988); LDB (1996); DCNEI (2010); BNCC (2018) and affirmative action documents.The methodology consisted of qualitative research of the bibliographic and documentary and field type, in which the field of research was the locus of the Supervised Internship at the School of Basic Education of the Federal University of Paraíba (UFPB), the experience depends on the academic calendar of 2021. It was structured in two stages: a bibliographical study on Early Childhood Education and supervised internship in Early Childhood Education, and immersion in the Early Childhood V classroom (observation-participation and supervision). The procedures for analyzing and discussing the research data were based on Bardin's (1977) Content Analysis technique, in which the data are the internship report and field notebook, which were interpreted and discussed. In view of this, we highlight the understanding that anti-racist education is necessary and mandatory in schools, CMEIs, universities and that Capoeira through different languages: music, dance and play enables sociability, from early childhood education, favoring the construction of belonging to black culture through Afro-diasporic values.