Resumen

SOUZA, Edmacy Quirina de  y  DINIS, Nilson Fernandes. IDENTITY AND DIFFERENCE IN CHILDREN'S EDUCATIONAL SPACES. Práx. Educ. [online]. 2021, vol.17, n.44, pp.423-442.  Epub 10-Jun-2022. ISSN 2178-2679.  https://doi.org/10.22481/praxisedu.v17i44.7026.

This article seeks to analyze how spaces and imagetic discourses reveal the racial issue and, as the child, as a culturally produced subject, experiences ethnic-racial differences in the context of early childhood education. The interdisciplinary methodological bias of Cultural Studies made it possible to understand the discursive and social character of the images. The empirical research took place in the years 2013 and 2014, in early childhood education institutions (daycare centers and pre-schools) in the municipal education network of Itapetinga, a city located in the Southwest region of Bahia. The images were collected in twelve (12) institutions (daycare and pre-school). The research results point to the existence of a school whitened by means of images (imagetic racism), which leads to an institutionalization of whitening and naturalization of difference, failing to recognize the racial diversity of the school and, at the same time, to identify that each The racial group has its uniqueness, and, in this sense, it is necessary to build a positive identity for black children and to build an anti-racist education.

Palabras clave : Child; Racism; Image..

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