Child education and decolonizing pedagogical practices: intercultural possibilities

Abstract

This research is based on the assumption that an Education based on / for Human Rights, which incorporates since Early Childhood Education, the right to difference in the intercultural perspective has contributed to children and blacks to positively build their identity. The main objective of this research was to analyze the pedagogical practices of the teachers of Early Childhood Education of a Municipal Education Center (CMEI) in Recife that are committed to the valorization of ethnic- racial diversity. In this context, we seek to answer: what educational practices are being developed by these teams that are committed to an antiracist education? For this, we used the assumptions of qualitative research and case study. The research subjects were: the manager, the coordinator, a teacher and two child development assistants. We used the semi-structured interview as an instrument of data collection. The analyzes showed that the practices developed in the CMEI start from the principle of incorporating the other as truly another.