Geninhas in povoada for an anti-racist practice in early childhood education

Abstract

The anti-racist actions of the Geninhas are ancestors of a historical-cultural continuum (Nascimento, 2018). In ancient times, Jesuína Adelaide dos Santos (1920-2005), our Dona Geninha, a black woman from Santa Catarina, moved a village and taught us that it is necessary to transgress! As a Griô and guardian of an educational-cultural process, Dona Geninha's teachings, in the present time, constitute the objective materiality of a collective of extension, research and teaching. Among the plurality and intersection of actions of the Geninhas, the extensionality of anti-racist pedagogical practices has driven the activity called “Espaço ERER”. The intention of this action is to enter public educational spaces to promote the Education of Ethnic-Racial Relations in compliance with federal law number 10.639/2003. This is an action whose focus is related to the work of an engaged pedagogy (hooks, 2013) in pedagogical practices of musicality, storytelling, body expression, orality, African and Afro-Brazilian history and culture. With this anti-racist intentionality, this article expresses curricular decolonization (Gomes, 2012) amidst Brazilian-context racism. It also represents a break with the single history (Adichie, 2019), with the burial of knowledge and wisdom of black people (Carneiro, 2005) and, above all, it signifies the continuum (Nascimento, 2018) of the struggle for an anti-racist education intersected by ERER, populated in theoretical-methodological quilombation. Thus, in this production we will reflect on an anti-racist praxis, as well as share experiences and experiences with the “Espaço ERER” within the scope of the units of the first stage of basic education, considering that access to knowledge related to African and Afro-Brazilian history and culture is configured as one of the rights of children.