A prática pedagógica e a diversidade étnico-racial nos anos iniciais do ensino fundamental I

Abstract

This study analyzes possibilities for addressing ethnic-racial diversity in the early years of Elementary Education. The proposal is aligned with Law No. 11.645/2008, which establishes the mandatory teaching of Afro-Brazilian and Indigenous history and culture in Elementary and Secondary Education within Basic Education. The main objective is to analyze educational experiences related to this theme that were planned during the Mandatory Internship of the Pedagogy Program at the Federal University of Fronteira Sul (UFFS), Erechim Campus, Rio Grande do Sul, Brazil. The theoretical framework is based on the works of Barbara Carine Pinheiro, Cinara Ciscato Kuhn, Nilma Lino Gomes, Paulo Freire, Renan Santos Mattos, among other authors cited throughout the study. The research is structured around three main axes: cultural diversity, educational practices, and the role of internships in teacher education. This qualitative, documentary, and bibliographic research also articulates reflections arising from internship planning in order to problematize the relationship between mandatory teaching practice and perspectives of decolonization and anti-racism in the initial education of future teachers. The study concludes that the internship provided opportunities to reflect on the construction of an educational approach capable of addressing social, cultural, and racial diversity.