Desafios e perspectivas da educação antirracista em duas escolas municipais de educação infantil

Abstract

This research focuses on the education of ethnic-racial relations in two municipal early childhood education schools within the public school system in São Paulo. The study was motivated by the following questions: To what extent has the pedagogical context contributed to antiracist practices that foster the construction of a positive identity in early childhood? How do the experiences and pedagogical practices offered to children reflect diversity and align with existing legislation and normative guidelines on antiracist education? The general objective is to examine how structural and institutional racism operates in the selected schools through pedagogical proposals, materials, organization of time and space, and the relationships children establish with each other and with educators. The specific objectives are to identify practices and experiences that undermine antiracist education in the interactions between children and between children and adults in the selected schools, and to investigate how the legal framework guiding antiracist education has influenced the educational actions of these institutions. We begin with the hypothesis that the concepts, perspectives, and legal guidelines on antiracist education are not sufficiently understood or translated into effective practices by the school community, thus highlighting the need for comprehensive training processes on these issues so that Black children can build a positive self-image. The research focuses on two municipal early childhood education schools located in the eastern zone of São Paulo, serving children aged four and five. Participants include three teachers and one school administrator from each school. The methodology is qualitative and exploratory in nature, using the following data collection instruments: observation of classroom experiences in two groups, analysis of official documents that support antiracist education, interviews with two school administrators and three teachers, and examination of the schools' pedagogical projects. Based on Laurence Bardin’s content analysis methodology, two categories emerged: interactions, relationships, and attitudes aimed at building a positive image of Black children; and teacher training and practices aligned with antiracist education. The theoretical framework draws on the works of Adilson Moreira, Cida Bento, Eliane Cavalleiro, Djamila Taís Ribeiro dos Santos, Nilma Lino Gomes, and Silvio de Almeida. The findings reveal significant weaknesses in fostering the self-esteem of Black children and in recognizing their representation within the school environment—primarily due to the absence of a consolidated pedagogical agenda that consistently addresses racial issues. This underscores the need for ongoing teacher training on pedagogical practices that value different ethnicities, and for the creation of spaces within the early childhood curriculum to address racial identity.