<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822024000100123</article-id>
<article-id pub-id-type="doi">10.20435/serieestudos.v29i65.1896</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A construção das identidades étnico-raciais das crianças na educação infantil]]></article-title>
<article-title xml:lang="en"><![CDATA[The construction of children's ethnic-racial identities in childhood education]]></article-title>
<article-title xml:lang="es"><![CDATA[La construcción de identidades étnico-raciales de los niños en la educación temprana]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Batista]]></surname>
<given-names><![CDATA[Edjane Oliveira Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Macêdo]]></surname>
<given-names><![CDATA[Lenilda Cordeiro de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Onofre]]></surname>
<given-names><![CDATA[Eduardo Gomes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaria Municipal de Educação  ]]></institution>
<addr-line><![CDATA[Campina Grande Paraíba]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual da Paraíba (UEPB)  ]]></institution>
<addr-line><![CDATA[Campina Grande Paraíba]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<volume>29</volume>
<numero>65</numero>
<fpage>123</fpage>
<lpage>145</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822024000100123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822024000100123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822024000100123&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo tem como objetivo principal refletir sobre a importância do reconhecimento e da afirmação de um currículo centrado nas e para as relações étnico-raciais na educação infantil. Essa é uma pesquisa-ação, pois se construiu um relato de experiência do componente curricular Estagio IV, do curso de Licenciatura em Pedagogia da Universidade Estadual da Paraíba (UEPB), campus I. 0 referido estágio aconteceu em uma turma do Maternal II, de uma instituição de educação infantil pública. Os resultados indicaram a importância da implementação de um currículo étnico-racial, através de experiências, discussões em rodas de conversa e atividades didáticas permanentes, em que as crianças vão se reconhecendo nas relações com os pares e adultos, desconstruindo preconceitos e aprendendo atitudes e comportamentos antirracistas. Concluímos que é preciso romper com as estruturas e atitudes racistas nas instituições de educação infantil, que se expressam através do currículo oficial, no qual predomina a cultura eurocêntrica. Ademais, realizar uma educação igualitária, em que o acolhimento da criança, em sua integralidade, faça parte das práticas curriculares, exige uma postura comprometida com a ética e a justiça social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article's main objective is to reflect on the importance of recognizing and affirming a curriculum centered on and for ethnic-racial relations in early childhood education. This is characterized as action research, as an experience report was constructed of the Internship IV curricular component, of the Degree in Pedagogy course at the State University of Paraíba (UEPB), campus I. The aforementioned internship took place in a kindergarten II class of a public early childhood education institution. The results indicated the importance of implementing an ethnic-racial curriculum, through experiences and discussions in chatting circles and permanent didactic activities, through which children recognize themselves, in relationships with peers and adults, deconstructing prejudices and learning anti-racist attitudes and behaviors. We conclude, therefore, that it is necessary to break with racist structures and attitudes in early childhood education institutions, as they are expressed through the official curriculum, in which Eurocentric culture predominates. In addition, to carry out an egalitarian education, in which the reception of the child, in its integrality, is part of curricular practices, requires a stance committed to ethics and social justice.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El principal objetivo de este articulo es reflexionar sobre la importancia de reconocer y afirmar un currículo centrado en y para las relaciones étnico-raciales en la educación infantil. Esta se caracteriza como investigatión acción, ya que se construyó un relato de experiencia del componente curricular Pasantía IV, de la carrera de Licenciatura en Pedagogía de la Universidad Estadual de Paraíba/campus I. La pasantía mencionada se desarrolló en un jardin de infantes clase Il de una escuela pública de educación temprana. institutión de educación infantil. Los resultados indicaron la importancia de implementar un currículo étnico-racial, a través de experiencias y discusiones en círculos de conversatión y actividades didácticas permanentes, donde, a través de las cuales, los niños se reconozcan, en las relaciones con pares y adultos, deconstruyendo prejuicios yaprendiendoactitudesycomportamientosantirracistas.Concluimos,portanto,que es necesario romper con las estructuras y actitudes racistas, en las instituciones de educación infantil, que se expresan a través del currículo oficial, en el que predomina la cultura eurocêntrica. Además, llevar a cabo una educación igualitaria, en que la recepción del niño, en su integralidad, es parte de las prácticas curriculares, requiere una postura comprometida con la ética y la justicia social.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[antirracismo]]></kwd>
<kwd lng="pt"><![CDATA[educação infantil]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[anti-racism]]></kwd>
<kwd lng="en"><![CDATA[child education]]></kwd>
<kwd lng="es"><![CDATA[curriculum]]></kwd>
<kwd lng="es"><![CDATA[anti racismo]]></kwd>
<kwd lng="es"><![CDATA[educación infantil]]></kwd>
</kwd-group>
</article-meta>
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