Experiências em Educação Antirracista com crianças dos Anos Iniciais do Ensino Fundamental de uma escola pública no Maranhão

Abstract

The study on Experiences in Anti-Racist Education with children in the early years of elementary school in a public school in Maranhão justifies the problematizing of racism in school, emphasizing the existence of the history of Africa and Afro-Brazilians, to be known and valued. Its object is anti-racist education, discussing how children's perceptions of racism at school are shaped by silencing and ways of overcoming it. It starts from the problem of the invisibility of racism at school. The proposed objectives are: to show the interfaces between the construction of black identity and race relations in my life and academic background; to contextualize the categories that support Anti Racist Education with children; to outline the methodological path of our research with children; to analyze the children's perceptions of racism at school; to present how the paradidactic A Professora Marrom (The Brown Teacher), the product of the research, was developed. Therefore, it brings in the contributions of Almeida (2019), Cavalleiro (2001; 2006; 2021), Gomes (2005; 2008; 2012; 2017), Kilomba (2019), Lopes (2005), Munanga (2005; 2020), Nascimento (2016), Ribeiro (2018; 2019), Sobral (2011; 2014), Law of Guidelines and Bases of Education - LDB (Brazil, 1996); Law 10. 639 (Brazil, 2003); Report No. 03 (Brazil, 2004), which establishes the National Curriculum Guidelines for the Education of Ethnic-Racial Relations and for the Teaching of Afro-Brazilian and African History and Culture; among others. The categories child and childhood are referenced in Sarmento (2005), the studies with children's narratives by Passeggi (2011; 2016), Cruz (2008), the Conversation Circles in Warschauer (2004), the Content Analysis (CA) in Bardin (2016), Larrosa (2002; 2011) which supports the approach to the category experience, as well as Dominicé (2010) and Delory-Momberger (2006; 2014) in order to support the writing of life history and education. It is characterized as qualitative research with a focus on children's narratives, which made it possible to share experiences when listening to children about racism, with the aim of working on Anti-Racist Education. The study was conducted in a municipal public school, targeting a third-grade elementary school class aged between 8 and 9 years old. Six rounds of Conversation Circles were held with twenty children, and the reports were recorded on audio and video for data production and content analysis based on Bardin (2016). As a product of the research, the paradidactic book A Professora Marrom (The Brown Teacher) was written based on conversations with the children. The work addresses a teaching practice that uses literature to mediate dialog and conflicts about race relations among children. The study's social relevance lies in the possibility of dialoguing about racism at school with critical knowledge about race relations in Brazil. The results provide an opportunity for dialogue in order to build a pedagogical stance based on Anti-Racist Education. In this way, it is hoped that racist manifestations will be minimized, that there will be respect for differences and that they will be made effective as subjects of rights and protagonists of their stories, with the potential to speak and be heard in their singularities and pluralities when interacting in spaces of socialization.