SUBJECTIVITIES OF BLACK AND NON-BLACK CHILDREN IN CHILDHOOD: CONTRIBUTIONS OF AN ANTI-RACIST PEDAGOGY
Childhood and black child;Clerkship; Subjectivity; Antiracism
The text presented below for the Doctoral Qualification Board is the result of the research Subjectivities of black and non-black children in childhood: contributions of an anti-racist pedagogy and proposes to be a subsidy for the matters of racial relations in school spaces , aiming at confronting racist pedagogical practices of homogeneity. The general objective is to examine how prejudice mechanisms interfere in the constitution of black children's subjectivities in education and how their racial experiences are elaborated in contemporary times. The research was born from the desire to investigate how black children and childhoods have constructed their subjective processes of resistance and existence in contemporary times. The contributions to understanding this theme are the result of dialogues with theorists and are based on finished studies. Thus, it can be suggested that the socialization of the black child is different from that experienced by the white child. As for the methodology, it is a qualitative and bibliographic research. For the qualification, a primary chapter presents the development of the black childhood in contemporary times, observed through a bibliographical survey of dissertations and theses. The second chapter brings Conceição Evaristo's metaphor of writing (2020), which allows writing about the black experience, as well as theorizing it. In such a way, the text is permeated by the researcher’s academic trajectory and the childhood writing lived alongside the family, awakening the memory of the past and giving new meaning to the present.