Educação antirracista na escola: reflexões a partir da experiência no PIBID

Abstract

This study aims to analyze the experiences arising from didactic sequences developed within the scope of the Pedagogy Subproject, linked to the Institutional Scholarship Program for Teaching Initiation (PIBID), during the 2024-2026 cycle, in the initial years of Elementary School, and seeks to understand how these practices can contribute to confronting racism in the school context. The research has a qualitative approach and was inspired by the principles of action research, based on the analysis of didactic sequences experienced during participation in PIBID in a public school in the municipal network of Maceió/AL, from August to December 2025. The study involved observation, pedagogical intervention, and systematic recording of the activities developed in a 5th-grade class of Elementary School. The research starts from the understanding that the school can act both in the reproduction and in the confrontation of racial inequalities present in society. In this sense, the concept of structural racism and the importance of anti-racist education in the school environment are discussed. This study analyzes two didactic situations involving reading, collective dialogue, and pedagogical proposals aimed at valuing ethnic-racial diversity, such as the presentation of the African philosophy of Ubuntu and the creation of avatars representing the characteristics of the students. The results showed that pedagogical practices that promote dialogue, reflection, and recognition of diversity contribute to problematizing situations of prejudice present in daily school life and to enabling the construction of more respectful relationships among students. It concludes that anti-racist education should be understood as a permanent commitment of the school and education professionals, being fundamental for the formation of critical subjects and for the construction of a more just and egalitarian society that values ethnic-racial diversity.