PREJUDICE AND DISCRIMINATION IN EARLY CHILDHOOD EDUCATION: IMPACT ON IDENTITY FORMATION

Abstract

This article aimed to understand the contribution of black social movements, in defense of the decolonization of the school curriculum, and consequently to the teaching of African and Afro-descendant history and culture, from the perspective of black peoples and not of colonizers. In this sense, it analyzes the changes that have been occurring since Law 10.639/03 and Law No. 11.645/2008, a legal framework of the policy that indicates the mandatory theme of Afro-Brazilian, African and Indigenous history and culture in basic education. The study pointed out stereotypes suffered by black children in preschool classes, by their classmates and teachers and the impacts of racism in the form of prejudice and discrimination in the formation of the identity of black children. Possibilities for interventions based on legal contributions such as legal security were also pointed out.