Infâncias negras importam: a Lei 10.639/2003 na educação infantil

Abstract

This study analyzes the importance of Law 10.639/2003 for valuing black childhoods in Early Childhood Education, highlighting the challenges and possibilities of its implementation in the school environment. The main objective is to reflect on how this legislation can contribute to the recognition of identities and the construction of an inclusive and anti-racist education. The research was carried out through a bibliographic study of a qualitative nature, based on authors who discuss ethnic-racial relations, childhood, and pedagogical practices, such as Silva (2010) and Gomes (2005). It is understood that childhood is a social and historical construction, crossed by inequalities and resistances, which shows that black children experience processes of invisibility and stigmatization that affect their self-esteem and sense of belonging. The analysis demonstrates that, although the Statute of the Child and Adolescent (1990) represents a legal milestone, the effectiveness of Law 10.639/2003 still faces obstacles such as the lack of continuous teacher training, the scarcity of adequate teaching materials, and the persistence of Eurocentric curricula. It is concluded that the implementation of the law must be associated with the strengthening of pedagogical practices that incorporate Afro-Brazilian children's literature, as well as different black cultural expressions, enabling children to have access to multiple narratives and to recognize themselves as protagonists of their history from Early Childhood Education.