PRÁTICAS PARA UMA EDUCAÇÃO ANTIRRACISTA COM CRIANÇAS BEM PEQUENAS EM NAVIRAÍ-MS

Abstract

This study aimed to promote anti-racist pedagogical practices in Early Childhood Education, focusing on a Maternal I class at a public daycare center in the municipality of Naviraí – MS, Brazil. The research was conducted through an intervention with children aged two to two and a half years., using a didactic sequence composed of playful and artistic activities inspired by African culture, such as painting, clay modeling, and necklace making. These activities sought to value ethnic-racial diversity, stimulate identity expression, and foster attitudes of respect for others. The methodology was based on participant observation, with records of children's interactions and productions throughout the three-day sequence. The results showed that, even among very young children, it is possible to develop an initial awareness of diversity and promote the positive and inclusive recognition of differences. It was also found that intentional teacher mediation and the organization of the daily routine are essential to ensure meaningful experiences that contribute to building an anti-racist education from early childhood. Finally, the study reinforces the importance of teacher training and the institutional commitment to practices that confront racism and value the multiple identities present in childhood.