TOWARDS AN ANTI-RACIST PEDAGOGY IN EARLY CHILDHOOD EDUCATION

Abstract

This article discusses the importance of constructing an anti-racist pedagogy in early childhood education as a fundamental strategy for confronting racial inequalities present in Brazilian society. Starting from the recognition that racism has individual, institutional, and structural dimensions, according to the theoretical perspective of Almeida (2019), and with the contribution of researchers such as Leocadio and Reis (2019; 2020), Martins (2006), and Santana (2006), the study analyzes how these dynamics prematurely impact the identity formation of children. The research engages with studies on child development, education on ethnic-racial relations, and the formation of Black identity, highlighting empirical evidence that demonstrates the presence of racialized perceptions in the first years of life. Based on this finding, the work argues that early childhood education schools should assume an active role in promoting equity, valuing cultural diversity, and strengthening the self-esteem of Black children. The article also presents pedagogical foundations inspired by concepts from the African worldview, such as Ubuntu and Sankofa, proposing their application as ethical and methodological references for a decolonizing educational practice. It concludes that the implementation of anti-racist pedagogical practices requires permanent institutional actions, ongoing teacher training, and the construction of curricula that recognize Brazilian ethnic and cultural plurality.