Educação para as relações étnico-raciais nos anos iniciais: contribuições de uma experiência no PIBID

Abstract

This study aims to analyze how pedagogical practices focused on education for ethnic-racial relations, developed within the scope of the Institutional Program for Teaching Initiation Scholarships (PIBID), contributed to the appreciation of students’ identities and to teacher education. This is a qualitative experience report carried out in a 5th-grade elementary school class at a public school in the municipal education system of Maceió, linked to the Teaching Initiation Center (NID) of Pedagogy at Federal University of Alagoas. The interventions were organized through didactic sequences involving reading activities, dialogue circles, artistic production, and exhibitions, focusing on the appreciation of ethnic racial diversity and Afro-Brazilian culture. The results showed progress in the appreciation of students’ identities, respect for differences, and the strengthening of pedagogical practices aimed at anti-racist education. Furthermore, the experience contributed to the teacher education of the PIBID scholarship students involved by enabling the articulation between theory and practice in the school context.