Construindo terrritórios identitários de infâncias negras e form(ação) de professores através de bonecas negras
Abstract: This paper aims to discuss representation in black (black and brown) childhoods and teacher training. This paper starts from the construction of black dolls as a pedagogical tool to develop an anti-racist and inclusive education, which confronts the colonialist curriculum and the whitewash...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Publicação Independente |
| Repositorio: | Cadernos Cajuína |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs2.v3.cadernoscajuina.pro.br:article/867 |
| Acceso en línea: | https://v3.cadernoscajuina.pro.br/index.php/revista/article/view/867 |
| Access Level: | acceso abierto |
| Palabra clave: | infâncias negras formação de professores bonecas cartografia |
| Sumario: | Abstract: This paper aims to discuss representation in black (black and brown) childhoods and teacher training. This paper starts from the construction of black dolls as a pedagogical tool to develop an anti-racist and inclusive education, which confronts the colonialist curriculum and the whitewashing practices present in schools. The study emphasizes that black children suffer from the lack of positive representation and face racism, both physically and symbolically, from an early age. The use of black dolls is proposed as a means of strengthening children's racial identity and reversing narratives of inferiority associated with black bodies, building a more positive self-image and strengthening ethnic-racial belonging. The study also discusses the impact of Law No. 10.639/2003, which provides for the inclusion of Afro-Brazilian history and culture in the school curriculum, and how this legislation has been slowly implemented. The lack of representation in schools, especially in teaching materials and toys, such as dolls, reinforces the exclusion of black children. The study concludes that it is urgent to develop an anti-racist pedagogy that promotes representation, questioning and changing the colonial practices that still structure education in Brazil. Teacher training should be designed to transform black children's experiences, providing them with positive images and breaking with narratives of racial inferiority. The research is based on Social Cartography, which seeks to understand the dynamics of power in post-colonial society, especially in the school environment. Teacher training, through theoretical and practical workshops on building black dolls, aims to transform the Eurocentric curriculum and promote a pedagogical practice that values cultural and ethnic diversity. Keyword: Black childhoods; teacher training; dolls. |
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