Trunfo: uma cartada para a identificação e combate ao racismo na 1ª fase do Ensino Fundamental

Abstract

In this Master's thesis I tried to provoke a debate that broadens the discussion of how Racism is configured in the children's experience. Making considerations about the importance of teachers and schools to ally and, align with a pedagogical practice engaged with Law 10.639 / 2003 which deals with the mandatory Teaching of African History and Afro-Brazilian Culture. For the purpose of the investigation, we asked the following questions: How our children are developing under the naturalization of racism, which may be present in school dynamics? And so: On what parameters do black and non-black children rely on building and understanding black identity? The research provokes a debate that expands the possibilities of approaching the theme of Racism with children from the 1st Phase of Elementary Education in a Public School in Catalão, in the State of Goiás. I used the action research methodology and, through the Trunfo Card Game, we approached the theme lightly in a class of 4th grade children. I present the search divided, basically in three parts: the first is theoretical and discusses the category of Racism, Brazil and Education. The second investigates how Racism is configured in the children's imagination, using the Trunfo Card Game and its dynamics. Finally, the results obtained at school pointed out that racism and the artful idea of race, built in the 19th century, echo in the modes of subjectification of children, who already believe that non-blacks determine intellectual and aesthetic characteristics of individuals, which it affects the formation of black children in the struggle for self-affirmation and self-acceptance.