<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742026000101808</article-id>
<article-id pub-id-type="doi">10.1590/1980531412168</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Percepções raciais de crianças haitianas em um núcleo de educação infantil]]></article-title>
<article-title xml:lang="en"><![CDATA[Racial perceptions of Haitian children in an early childhood education center]]></article-title>
<article-title xml:lang="es"><![CDATA[Percepciones raciales de niños y niñas haitianos en un centro de educación infantil]]></article-title>
<article-title xml:lang="fr"><![CDATA[Perceptions raciales chez des enfants haïtiens d&#8217;une école maternelle]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Delfini]]></surname>
<given-names><![CDATA[Ana Cláudia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machado]]></surname>
<given-names><![CDATA[Rosana da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jesus]]></surname>
<given-names><![CDATA[Daíra Andrea de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Vale do Itajaí  ]]></institution>
<addr-line><![CDATA[Itajaí SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Vale do Itajaí  ]]></institution>
<addr-line><![CDATA[Itajaí SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Vale do Itajaí  ]]></institution>
<addr-line><![CDATA[Itajaí SC]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2026</year>
</pub-date>
<volume>56</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742026000101808&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742026000101808&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742026000101808&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo analisa percepções raciais de crianças haitianas migrantes e de segunda geração em suas interações escolares com crianças e professoras brasileiras em um núcleo de educação infantil. O método foi a abordagem etnográfica, e os resultados evidenciam que as interações infantis reproduzem discursos racializados, frequentemente naturalizados, que reforçam hierarquias entre crianças brancas e negras, tendo a cor da pele como um marcador na construção da identidade infantil. O estudo também revela desigualdades no direcionamento de crianças migrantes às escolas públicas e conveniadas, evidenciando uma lógica racializada de privilégios. Defende-se a importância de políticas educacionais antirracistas e interculturais que valorizem as identidades negras e migrantes na educação infantil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyzes the racial perceptions of Haitian migrant and second-generation children in school interactions with Brazilian children and teachers in an early childhood education center. The method used was the ethnographic approach, and the findings show that children&#8217;s interactions reproduce racialized discourses, often naturalized, reinforcing hierarchies between White and Black children, where skin color acts as a marker in the construction of children&#8217;s identity. The research also reveals inequalities in the placement of migrant children in public and partner schools, reflecting racialized privilege dynamics. The study defends the importance of antiracist and intercultural educational policies that value Black and migrant identities in early childhood education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analiza las percepciones raciales de niños y niñas haitianos migrantes y de segunda generación en sus interacciones escolares con niños y profesoras brasileñas en un centro de educación infantil. El método utilizado fue un enfoque etnográfico, y los resultados muestran que las interacciones infantiles reproducen discursos racializados, con frecuencia naturalizados, que refuerzan la jerarquía entre niños blancos y negros, donde el color de la piel opera como marcador en la construcción de la identidad infantil. El estudio también revela desigualdades al direccionar los niños migrantes para las escuelas públicas y conveniadas, reflejando una lógica racializada de privilegios. Se defiende la importancia de políticas educativas antirracistas e interculturales que valoren las identidades negras y migrantes en la educación infantil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article analyse les perceptions raciales chez les enfants haïtiens migrants et de deuxième génération dans leurs interactions avec des enfants brésiliens et des enseignantes d&#8217;une école maternelle. À partir d&#8217;une approche ethnographique, il montre que les interactions reproduisent des discours racialisés, souvent naturalisés, renforçant des hiérarchies où la couleur de la peau agit comme marqueur identitaire. L&#8217;étude révèle des inégalités dans l&#8217;orientation des enfants migrants entre écoles publiques et conventionnées, ce qui traduit une logique racialisée de priviléges. Elle défend la nécessité de politiques éducatives antiracistes et interculturelles qui valorisent les identités noires et migrantes dès la petite enfance.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[MIGRAÇÃO HAITIANA]]></kwd>
<kwd lng="pt"><![CDATA[IDENTIDADES RACIAIS]]></kwd>
<kwd lng="pt"><![CDATA[EDUCAÇÃO INFANTIL]]></kwd>
<kwd lng="en"><![CDATA[HAITIAN MIGRATION]]></kwd>
<kwd lng="en"><![CDATA[RACIAL IDENTITIES]]></kwd>
<kwd lng="en"><![CDATA[EARLY CHILDHOOD EDUCATION]]></kwd>
<kwd lng="es"><![CDATA[MIGRACIÓN HAITIANA]]></kwd>
<kwd lng="es"><![CDATA[IDENTIDADES RACIALES]]></kwd>
<kwd lng="es"><![CDATA[EDUCACIÓN DE PÁRVULOS]]></kwd>
<kwd lng="fr"><![CDATA[MIGRATION HAÏTIENNE]]></kwd>
<kwd lng="fr"><![CDATA[IDENTITÉS RACIALES]]></kwd>
<kwd lng="fr"><![CDATA[ÉDUCATION DE LA PRIME ENFANCE]]></kwd>
</kwd-group>
</article-meta>
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<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[N. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[M. de]]></given-names>
</name>
</person-group>
<source><![CDATA[Infâncias negras: Vivências e lutas por uma vida justa]]></source>
<year>2023</year>
<page-range>147-68</page-range><publisher-name><![CDATA[Vozes]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
