Pedagogical practices of teachers in the early years of elementary school with ethnic-racial diversity

Abstract

This article aims to present some recurring aspects of pedagogical practices aimed at ethnic-racial diversity, based on research carried out with teachers from the initial years of primary education at a school in the state education network in a city in the interior of São Paulo, many of which point to challenges that are still present in the implementation of ethnic-racial and anti-racist education, in the context of Law No. 10.639/2003, the National Curricular Guidelines for the Education of Ethnic-racial Relations (Resolution CNE No. 01/2004) and the proposal for an Afro-centered education. The interviews were carried out from the perspective of oral history and in the teachers' responses we found recurring aspects, such as: mixture of races; the location of the African continent; working with ethnic-racial diversity on commemorative dates; association of racism with bullying; the teaching material and its limitations regarding the topic; colonial slavery; the initial and continuing training of teachers on the topic of ethnic-racial diversity; the interdisciplinarity present in pedagogical practices; the difficulty in working with the theme of ethnic-racial diversity; and, finally, the contribution of the three founding groups of the Brazilian nation.