Educação antirracista na educação infantil: embates e possibilidades de enfrentamento

Abstract

This research aims to reflect on anti-racist education in Early Childhood Education, presenting important points such as teacher training and black identity. This is a bibliographic study, with a qualitative approach, which is based on studies related to the theme through theoretical sources such as scientific articles, academic texts and books. The main references were, besides others, Gomes (2002; 2003), introducing subjects about black identity and teacher’s academic formation; and Guimarães (2001; 2004; 2005), with reflections about black identity and color prejudice. Besides that, it’s brought to the document “Guidelines and actions for the education of ethnic-racial relations” (2006), especially the chapter that argue about Early Childhood Education, elaborated by Santana (2006), within others official documents standed by the Law no 10.639/2003, which provides the education of afro-brazilian history in the early Childhood Education. The research is divided into two chapters: firstly, it’s contextualized the historical constitution and those laws that regulate this theme on brazilian education, identifying how the racism happens in Brazil and how, throughout the years, comes to the anti-racist education. In the second chapter, it’s reflected about the conception of anti-racist education and the importance of this theme in the teacher’s academic formation and in the early childhood education, furthermore identifying ways to representate and appreciation of the black identity in school’s enviroment trough the aesthetics. It’s understood the importance of anti-racist education, from the Early Childhood stage, as a potent form of intervention to combat racism, prejudice and discrimination in school dynamics.