ETHNIC-RACIAL RELATIONS IN THE EARLY YEARS OF ELEMENTARY SCHOOL:
INTEGRATIVE LITERATURE REVIEW
DOI:
https://doi.org/10.5752/P.2318-7344.2023v11n20p195-218Keywords:
Early years, Diversity, Primary education, Law nº10.639/2003, Ethnicracial relationsAbstract
Law No. 10,639/2003 establishes the guidelines and bases of national education with the obligation to address the theme of “Afro-Brazilian History and Culture”. Ethnic-racial relations need to be discussed in the educational environment, especially in Elementary Education, which still has gaps in the implementation of these themes in school curricula and pedagogical practices. Therefore, the objectives of this work were to investigate how the approach to ethnic-racial relations in the early years of Elementary Education has occurred in the school context over the last decade and to understand its correlation with guiding documents for teaching the subject, as well as to discuss its importance in the context of human development. A qualitative research of a basic nature was conducted, exploring the topic through a bibliographic survey on the CAPES portal, using the following keywords and boolean operator: “ethnic-racial” AND “teaching” AND “early years”. In terms of inclusion criteria, articles in the Portuguese language (Brazilian variant) involving the theme and published between 2013 and 2023 were sought. Data analysis was based on historical-cultural theory. As a result, the data revealed that teachers seek to teach the subject of ethnic-racial relations in schools in a diversified manner. However, it is the teachers who need to take the initiative to prepare for the subject for their classes, conducting more in-depth research on the content in order to comply with the current legislation.
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