A socialização e a construção da identidade étnico-racial em crianças negras remanescentes de quilombolas no contexto da creche

Abstract

This study analyzed how happens the process of building ethnic-racial identity in black children remnant from maroon people attending day-care centers in their community, favoring their perspective. For the contextualization of the theme, the educational trajectory of black and poor children was delineated in the context of Brazilian children's education and the care provided to children from 0 to 5 years old in the communities remnants of quilombos was characterized. The Psychological Approach to Human Development, specifically the process of constitution of the person in Wallon's proposal (1975, 1986, 2007), and the field of Sociology of Childhood, focusing on the considerations of Corsaro (2011) on interpretive reproduction constituted the theoretical framework of the present study. The research used a qualitative approach, of the case study type, and prioritized the participation of the children. The study was carried out in a public institution of Early Childhood Education, located in the metropolitan region of Fortaleza in Ceará. The study included 15 children on the ages of three to four years old, mostly black, the teacher of those students and the pedagogical coordinator of the institution. The procedures utilized to construct the data were: participant observation, collective interviews with the children using pairs of photographs of black and white children and situations to be completed from one same story. The records consisted of the use of field notes, photography and video. Data analysis showed that spaces, cultural heritage, physical and symbolic artifacts, and especially the color of the children of the territory were not included in the institution's curriculum. The teacher's performance ignored the ethnic-racial belonging of the children and offered them messages of white racial and ethnic pride. The black children in the classroom, even though being the majority, seemed more sensitive to ethnic-racial affiliation than the white children and attributed to the black phenotype a negative idea and expressed negative feelings to it, such as dislike. The children’s experiences in the community, according to them, were restricted to the domestic environment, without interaction with groups of children. They also didn’t experience the cultural practices developed in the spaces in their community, which made it difficult for the culture of the territory to be constituted as a tradition of recreation, re-signification and transformation, which could enable the children in question to know themselves as heirs and possessors of blackness and peasantry.