CONSTRUÇÃO DA IDENTIDADE ÉTNICO-RACIAL NA ESCOLA

Abstract

The present study addresses the construction of ethnic-racial identity in elementary school children, a fundamental process for the formation of citizens aware of cultural diversity in Brazil. The objective is to investigate how this process occurs within schools and how pedagogical practices can contribute to valuing ethnic-racial diversity, promoting anti-racist education. The research was carried out through a bibliographical review of qualitative analysis, using databases such as Google Scholar, Capes Periodicals and Capes Periodical Portal, with inclusion criteria that considered relevant studies on the topic. Data analysis was conducted using Bardin's content analysis technique. The results indicate that, although there is legislation, such as Law No. 10.639/2003, which provides for the inclusion of Afro-Brazilian history and culture in the school curriculum, there are challenges in implementing these guidelines, especially with regard to teacher training and the adoption of inclusive pedagogical practices. The lack of systematic and sensitive approaches to racial diversity in schools contributes to the perpetuation of prejudices. The research concludes that it is essential to train educators to promote education that values ​​all ethnic-racial identities, creating a school environment that fosters respect and equality, preparing children to live in a diverse and fairer society.