Diferença, interseccionalidade e culturas das infancias: tessituras docentes sobre o racismo na educação infantil

Abstract

The research sought to understand how teachers perceive the manifestation of racism in relationships between children in Early Childhood Education. The methodological path was based on a qualitative approach, through (auto)biographical research with the influence of narrative research. Regarding the research devices in the field, I chose narrative interviews and the ethnographic narrative diary. The research collaborators are two teachers from groups 4 and 5, from a Municipal Early Childhood Education Center in the city of Feira de Santana-Bahia, with the contribution of the comprehensive-interpretative movement, based on the comprehensive reading of the narratives. The main theoretical bases are based on authors from the Theory of Cultural Studies, with the following theoretical categories - Identity and difference: Hall (1998); Baumann (2001); Skliar (2003), Bhabha (2005), Silva (2007, 2016); Woodward (2007); Candau (2008; 2011) and Mota (2019); Difference, racism and intersectionality in education: Crenshaw (2004), Akotirene (2019) and Collins (2020) and Cultures of Childhoods: Bujes (2002), Quinteiro (2005), Borba (2008) and Coelho (2019), Cavalleiro (1998, 1999), Gomes (2003, 2019, 2023) and Santos (2024). The research concluded that teachers understand the manifestation of racism among children (including structural racism within schools), but still have difficulty perceiving it in their own school environment, even denying its existence among the children in their class.