Relações étnico-raciais na educação infantil: um estudo bibliográfico sobre as orientações educacionais pautadas na diversidade étnico-racial no contexto escolar.

Abstract

ABSTRACT This study proposes a bibliographic study on ethnic-racial relations in early childhood education, focusing on the analysis of legislation that guides pedagogical practices adopted in the school context. Therefore, this study sought to answer the following guiding question: how is the theme of ethnic-racial diversity present in early childhood education schools from the perspective of legislation? From this perspective, the general objective of this study is to reflect on how the ethnic-racial theme is addressed in early childhood education in order to promote anti-racist education from the earliest years of schooling. Specifically, it sought to identify the official documents that guide educational actions based on ethnic-racial diversity: Law No. 10.639/2003, the National Curriculum Guidelines for Education on Ethnic-Racial Relations and for the Teaching of AfroBrazilian and African History and Culture (2004); This study analyzes two dimensions present in the Quality Indicators in Education – racial relations in Early Childhood Education (2023) and in the Quality Indicators in Education: racial relations at school – anti-racism in movement (2023). The research employs a qualitative, exploratory approach, grounded in the reading of works, scientific articles, and official documents that guide actions regarding the role of the school in education for diversity. The theoretical reflections concerning this study were based on authors such as Aguillar (2011), Ribeiro (2019), and Souza (2024), whose contributions were fundamental to understanding ethnic-racial relations in the Brazilian educational environment. The results of the analysis highlighted the relevance of documents, among which the Quality Indicators stand out, guiding Brazilian education from its foundation – Early Childhood Education – thus contributing to the formation of an inclusive and anti-racist education in school environments. Therefore, it is expected that this study will contribute significantly to the appreciation of guiding mechanisms for teaching ethnic-racial relations, which can trigger the inclusion of educational practices based on reflections on identity, Afro-Brazilian culture, and respect for diversity, thus enabling the construction of an anti-racist early childhood education and social justice. Keywords: Diversity; Early childhood education; Education indicators; Ethnicracial relations.