PEDAGOGICAL PRACTICES AND ANTI-RACIST EDUCATION OF FEMALE EDUCATORS IN A MUNICIPAL EARLY CHILDHOOD EDUCATION CENTER, VITÓRIA DA CONQUISTA-BA

Abstract

This article analyzes how the pedagogical practices of educators at the Municipal Center for Early Childhood Education (CMEI) in Vitória da Conquista/BA are committed to the provisions of  LawNo.10.639/2003; identifying projects, actions, and pedagogical proposals developed and implemented in accordance with the law in question, and the advances and limitations for the implementation of anti racist education in early childhood education from the educators' perspective. The research employed a qualitative, descriptive approach, utilizing semi-structured interviews as a data collection technique, and was conducted with seven educators from the CMEI who collaborated in the research, along with observations. Content analysis was the technique used to categorize the data. As a result, it was found that the pedagogical practices developed are very weak, sporadic, unsystematic, and, in some cases, non-existent. The pedagogical projects and proposals carried out at the CMEI (Municipal Center for Early Childhood Education), aimed at implementing Law No. 10,639/2003, have been limited to specific actions developed by some educators during Black Awareness Week, being insufficient to make the school a place that safeguards ethnic-racial diversity. Some educators, such as Kuame, Zuri, and Adofo, do not feel prepared to implement anti-racist pedagogical practices. Among the pedagogical strategies adopted by educators, the use of children's literature stands out, although in an incipient way, with a focus on the works “O Cabelo de Lelê” and “Menina Bonita do Laço de Fita”.