Strategies for Anti-Racist Pedagogical Practice in Early Childhood Education

Abstract

The construction of Brazilian society, grounded in a colonization process that used race as a tool for domination, has left deep marks on educational institutions, perpetuating structural racism and the myth of racial democracy. Given this premise, this study seeks to analyze the importance of anti-racist strategies in Early Childhood Education, understanding how the appreciation of cultural roots and the recognition of ethno-racial identities are crucial for holistic human development. The methodology adopted was a qualitative narrative literature review, descriptive in nature, based on databases such as Google Scholar and SciELO, covering publications between 2022 and 2026, in addition to the current legal framework, such as Law 10.639/03. The results demonstrate that the implementation of a decolonial pedagogy requires the use of multiple languages, such as Afro-Brazilian children’s literature, ancestral musicality, and African-based games, which promote Black agency and strengthen children’s self-esteem. It was identified that ongoing teacher training is the central link to overcoming institutional racism and ensuring that the curriculum is not Eurocentric. It is concluded that Early Childhood Education has the political responsibility to deconstruct prejudice in the early years of life, transforming the school into a territory of welcoming and equity. By ensuring that diversity is celebrated and silenced knowledge is integrated into daily life, the school fulfills its social function of building the foundations for a more just, democratic society free from oppression.