BLACK IDENTITY IN SCHOOL: AN ACCOUNT OF EXPERIENCE

Abstract

The present study consists of a report on a pedagogical experience carried out at the Municipal School of Jaboatão dos Guararapes-PE, with an emphasis on strengthening Black identity and implementing anti-racist practices in the early years of elementary education. Based on Law 10.639/2003 and with the aim of reporting and examining the experience of a pedagogical project that seeks the recognition and appreciation of Black identity in the school context. Addressing the construction of Black identity in the early years of elementary education, in accordance with the principles established in the law. The investigation incorporated theoretical and methodological contributions from authors such as Gomes (2012), Munanga (2006), Hall (2011), Minayo (2008), Oliveira (2020), and Souza (2020). The initiative included interactive lectures, audiovisual resources, and the appreciation of Black personalities with the aim of dismantling stereotypes about the African continent and promoting Afro-Brazilian culture. The qualitative approach of experience reporting enabled the analysis of how intentional pedagogical mediation fosters students’ self-esteem and sense of belonging. The results show that the transversal approach to the topic proves fundamental for confronting structural racism, transforming the school into a plural environment of critical formation, which fosters positive racial self-recognition in children.