Educação antirracista na primeríssima infância: formação docente e educação para as relações étnico-raciais

Abstract

This course completion work aimed to understand ethnic-racial relations in early childhood education, emphasizing the possibilities found in reference classrooms with children between zero and three years old, to promote anti-racist education. The research was motivated by reflections on the theme during the Pedagogical course, combined with internship experiences in institutions that serve early childhood. Thus, we sought to problematize ethnic-racial relations in the Brazilian context; discuss early childhood education and its specificities in ethnic-racial intersections; and explore the possibilities of promoting anti-racist education in reference classrooms. This was a qualitative research study, and the data analyzed were from field research in three institutions: two private institutions and one public institution in the city of João Pessoa. Data collection instruments included a memory notebook, field diaries, and image records, documenting experiences related to racial dynamics and anti-racist education. Upon analyzing the material, we observed that there are gaps in teacher training for implementing laws 10.639/03 and 11.645/08, resulting in mechanized pedagogical practices and the propagation of stereotypes that perpetuate discrimination and invisibility of black bodies in the Brazilian state. Therefore, it is necessary to reflect on the need for education on ethnic-racial relations from early childhood, recognizing affection as a mechanism to reduce the harm of inequalities and violence that affect the black community and indigenous peoples.