STRENGTHENING BLACK IDENTITY IN EARLY CHILDHOOD EDUCATION WITH THE SUPPORT OF DIGITAL TECHNOLOGIES

Abstract

This study analyzes the role of digital technologies in strengthening Black identity in early childhood education, considering pedagogical practices and the challenges related to promoting anti-racist education. The research is characterized as qualitative and descriptive in nature, developed through a bibliographic survey based on scientific articles, books, and official documents that address ethnic-racial relations, identity formation, and the use of technologies in the educational context. The analysis revealed that the construction of identity in childhood is strongly influenced by experiences lived in the school environment, with early childhood education being a strategic space for promoting the recognition and appreciation of diversity. Despite the existence of legal frameworks, such as Law No. 10.639/2003 and the guidelines of the National Common Curriculum Base, gaps are still observed in the implementation of pedagogical practices that value Black identity in a continuous and structured way. Regarding digital technologies, it was found that they broaden the possibilities of access to content, narratives, and cultural representations, and can contribute to more inclusive educational practices. However, their potential depends on pedagogical mediation and the teacher's intentionality, since the uncritical use of these tools can reproduce stereotypes and inequalities. It is concluded that strengthening Black identity in early childhood education requires the articulation between anti-racist pedagogical practices and the conscious use of digital technologies. Teacher training and the implementation of public policies are essential elements to guarantee the effectiveness of these actions and promote a more equitable and representative education.