RACISM IN EARLY CHILDHOOD EDUCATION: REPRESENTATIONS BEYOND TEXTBOOKS AND THEIR IMPACTS ON CHILDREN'S IDENTITY CONSTRUCTION

Abstract

This article addresses the presence of racism in society and its influence on the formation of children's identity, particularly in Early Childhood Education. The study highlights that racism is a structural phenomenon that impacts various aspects of life, including education. The authors emphasize that school environments and educational materials often perpetuate negative and stereotypical representations of the Black population, affecting the construction of children's self-image and identity. They stress the importance of reevaluating the content of these materials and spaces, as well as empowering educators to recognize and combat racism in schools. The inclusion of positive representations and the promotion of an inclusive discourse are mentioned as strategies to deconstruct stereotypes and strengthen the self-esteem of Black children. The research followed a theoretical approach, involving a bibliographic analysis and the cataloging of educational materials used in Early Childhood Education by the Mackenzie Educational System and the Teacher's Notebook, used by schools in the State of São Paulo. Additionally, the research included a field study at EMEI Gabriel Prestes in São Paulo to analyze the spaces and activities conducted. The goal was to identify racial representations present in these materials and environments and understand their impact on children's identity construction. The results obtained demonstrated the presence of stereotypes and the need to adopt anti-racist approaches, contributing to a more equitable education. It was also noted that positive representations contribute to the deconstruction of stereotypes. Continuous monitoring and critical reflection were understood to be essential for increasing racial diversity.