Currículo e práticas pedagógicas antirracistas na educação infantil

Abstract

This article discusses the importance of a decolonised curriculum for the contribution of anti-racist pedagogical practises in the context of Early Childhood Education. It emphasises the implications of law 10,639/03 in Early Childhood Education, the obstacles of the coloniality of knowledge in pedagogical practises, as well as the decolonisation of the curriculum for a liberating and anti-racist education from an early age. Authors such as MACEDO (2018); GOMES (2012, 2013 and 2020); CAVALLEIRO (2007), among others, are the theoretical basis of the discussion. At the end of the reflections it is evident that the decolonisation of the curriculum for the realisation of anti-racist practises in early childhood education requires not only a reflection on curricular structures, the productions of practises and knowledge mediated by teachers, textbooks and/or the dynamics of schools themselves, but a "structural epistemic change". In addition, this decolonisation needs to be understood as a gain in democratic construction, which in fact promotes equal opportunities for the different ethnic-racial and social segments.