As culturas infantis interrogam a formação docente: tessituras para a construção de pedagogias descolonizadoras

Abstract

The present article aims to problematize the manner in which the recognition of childhood peer cultures allows one to rethink the canonical models of exercising teaching activities in early childhood education; as its starting point, it takes the unveiling of experiences of both black and non-black children in daycare centers, pre-school classes, and in a Candomblé house. This is a qualitative study with critical interlocution among the post-colonial studies, ethno-racial relations, and childhood pedagogy. We draw on tensions between Marxism and Postcolonialist thought and attempt to present contributions and possibilities with a view to building decolonizing pedagogies that are primarily based on childhood restlessness. The outcomes point to the necessity of building pedagogies that grant listening to different childhoods in early childhood education, and that enable one to hear what the tiny young children and young children want to say, in their different languages, together with the possibility of establishing relations between the principles of Yoruba world cosmology, orality, ancestry and corporeality with the statement CNE/CP/03/2004, that sets the National Curriculum Guidelines for the Education of EthnoRacial Relationships and for the Teaching of AfroBrazilian and African History and Culture, as well as with the statement CNE/CB/20/2009, which establishes the Nacional Curriculum Guidelines for Childhood Education. In this context, we launch an invitation for the construction of decolonizing pedagogies that may contribute to equity in early childhood education and may inspire new public policies to overcome racism and distortions that transform differences in inequalities.