A construção da identidade negra na educação infantil: narrativas e práticas pedagógicas de professoras de um CMEI em Teresina/PI

Abstract

Early childhood education, as the first stage of basic education, plays a crucial role in the construction of children's ethnic-racial identity. In this context, this study addresses how pedagogical practices in the school environment contribute to the construction of black identity, promoting appreciation and recognition, understanding that it is at school that children begin to seek their first references for self-recognition within society. The central problem of this research is the following question: What are the impacts on the construction of black identity in children from a public school in the city of Teresina-PI made possible by school pedagogical practices focused on ethnic-racial relations? The general objective is to understand, based on school pedagogical practices focused on ethnic-racial relations, the impacts on the construction of black identity in children from a public school in the city of Teresina-PI and the specific objectives are: To learn about teachers' understanding of law 10639/03; To characterize elements worked on in pedagogical practices with children that can contribute to the construction of black identity and belonging to Afro-descendant history and culture; To identify teachers' understandings of how children experience ethnic-racial differences based on the pedagogical practices carried out. This study was based on the contributions of several authors, among which the following stand out: Munanga (2005, 2010), Gomes (2002, 2003, 2005, 2013), Ribeiro (2019), Freire (2005), Ariès (1981), among others who contributed in a valuable way to this work. The methodology consisted of a qualitative approach, including field research through semi-structured interviews conducted with two early childhood education teachers at a Cmei located in the north of the city of Teresina-PI, in addition to classroom observation. The research shows, based on the interviews conducted and the observations, that the practices carried out by teachers regarding the ethnic-racial issue, in several situations, are still fragile, limited to the Black Awareness Week that occurs in November and to the fulfillment of the teaching sequences. To minimize this problem, it is important that universities adapt the initial training of teachers, at all levels. It is also necessary that the education departments provide more and more reflection and knowledge on the subject in their continuing education.