Pedagogical Practices for Racial Equality in Early Childhood Education

Abstract

Childhood is the stage where children begin to learn and understand respect for others, and through the construction of pedagogical practices, the promotion of racial equality becomes more comprehensive. This research aimed at ethnic-racial relations in childhood, more specifically, in Early Childhood Education, with the general objective of intensifying the construction of identity. The justification for the elaboration of the study is to guarantee an education that overcomes racism and inequalities, in addition to promoting efforts to build children's identity. The methodology applied in carrying out this research is of a qualitative and bibliographic nature, based on observations and analyses on the subject. The results demonstrate that teachers and families, by continuing to carry out moments in which they address more about pedagogical practices for racial equality in early childhood education, can minimize the problem within the classroom, where it is understood that Eurocentric predominance, more popularly known as “white man”. It is concluded that teaching ethnic and racial issues in the classroom from the first stage of education is of utmost importance for the practice of respect and equality in the social formation of the student.