A identidade da criança negra na educação infantil: representações a partir dos brinquedos e brincadeiras

Abstract

The toys and games are part of the children's ludic universe, once they allow the integration and interaction in the children's context. In this relation instituted with the childhood, they act by developing children's communication, establishing social relationships and building knowledge in order to develop integrally. In child education, such instruments, regarding the child's identity production, may contribute to work on the issues of prejudice and discrimination, mainly concerning black children. Based on this assumption, the study proposes, as a general objective, to develop, in child education, using toys and games, a work that enables the ethnic and social identity on black children parting from ludic and pedagogic activities. In order to subside such study, there have been used, as theoretical contribution, the contributions of Stuart Hall (2006), Bento (2012), and Silva (2000), lined on the identity studies; Sarmento (2004), Áries (1973), Heywood (2004), that work with the concept of childhood; Chartier (1991), with the concept of representation as an instrument by which the individual, or a group of individuals, give meaning to the world arround them; Corsalo (2009), that approaches children's cultures; Oliveira (2006), that brings discussions about the research on everyday school; Gomes (2002), that deals with the ethnic and racial subject on the education field; Kramer (1987), Drouet (1997), that approach the historicity of child education; Brougère (1995), Silva (2003), that refer to the use of toys and games in child education, and Kishimoto (1996, 2008, 2011), that discusses about the importance of the use of toys to the child's development. In methodological terms, it is a qualitative research of the research-action type. As techniques, we have worked parting from the participant observation and the official documents referring to the studied theme. The research has been carried out on the Creche Municipal Isabele Barbosa da Silva (Municipal Nursery Isabele Barbosa da Silva), in the city of Campina Grande, Paraíba. Its collaborators were children from child education and a teacher that works in this teaching modality. There have been used, as research instruments, questionnaires, interviews, ludic-pedagogical activities, toys and games, which have given us support to the data gathering and action plans. We believe that the children, when leaving the family scope to their first contact outside this group, have the school/nursery as first reference, being in front of a new world, searching for identification and knowing different historicities in order to build their own identities.