A identidade étnico-racial da criança: um olhar para os imaginários presentes em um ambiente escolar

Abstract

The proposed work aimed to understand how they are occurring as ethnic-racial relations in the school and family of a group of preschool children. In order to achieve this goal, I worked with a qualitative methodology of ethnographic nature. A participatory observation was performed in a kindergarten class with children from 5 to 6 years old, no teacher has ever done a work on Law 10.639 / 03 and subsequently applied a questionnaire to the children, from the selected answers 4 for an interview on the Thematic One theory behind this research was Gilbert Durand's Anthropology of the Imaginary (1968, 1988, 1997), which provided an understanding of images, narratives and their representations. The Anthropology of the Imaginary seeks to understand a relationship between individual and society, nature and culture. The childhood in this work was understood from the assumptions of Child Anthropology (COHN, 2005). Concepts such as identity and racial ethnic identity were based on authors such as Munanga (2004, 2005, 2009) Gomes (2003, 2004, 2007, 2013) and Hall (1999, 2005). In interviews, despite their particularities, you can see that all changes in school work with a new look, privileging their cultural dimension, performing symbolic practices, valuing as differences. Note in this research the urgent need to work with race relations that begin in childhood and extend into spaces other than school and family.