Superando o preconceito: importância da prática pedagógica comprometida com questões étnico-raciais na educação infantil

Abstract

Racism is still a current practice in Brazilian society, present in daily educational institutions, interferes with the construction of the identity of our children and denies them citizenship rights. This reflection, which led us to investigate the ethnic and racial issues discussed in official documents and in area studies and to understand what they think teachers under the Kindergarten and as pedagogical practice can interfere with the construction of ethnic-racial relations positive in childhood. The Brazilian government has considered the struggle of the black movement for the recognition of their specific rights. In this sense, government, Black Movement and universities conduct research and publications as a means of evaluating affirmative action and propose ways to implement laws. The qualitative research relied on dialectics as a method of understanding and action on reality. In this perspective, we conducted semi-structured interviews with four teachers in the city of Fortaleza, with minimal performance three years in kindergarten, with a history of working in inclusive practices. We realize that the issue has not been addressed effectively and systematically, but occasionally. To be interviewed, the participating teachers were asked about the ethnic-racial relations in their daily lives and how they might act in the size proposed by the documents, overcoming the immediacy and introducing pedagogical practices in an institutional perspective that treats of racial issues in kindergarten. The teachers declared, still, did not participate in specific training on how to deal with such issues. Therefore, we analyzed the city of Fortaleza is in indifferent position on the implementation of affirmative action in education and that the commitment of local government agencies is necessary in order to accomplish the governing Brazilian law regarding the right of the child to appreciation of ethnicracial identity and other actions to combat racism. In view of this, we believe that the Education of Racial-Ethnic Relations as a municipal public policy would be one way of ensuring children's right to knowledge and the production of knowledge about the culture and African history in order to provide debates that can fight prejudice racial impregnated in institutions, caused by the lack of training on the complexity of the issue.