The use of blackface as a pedagogical practice in the early years of Basic Education

Abstract

This work aims to reflect the pedagogical practices that use blackface, in the wrong way, in the search for the valorization of Afro-Brazilian and African history and culture. To achieve this goal we used as theoretical contribution Munanga (2008), Hall (2016), Souza (2011) and Silva (2014). The methodology used was the qualitative analysis of structured and semi-structured interviews with teachers in the Early Childhood and Elementary Education segment I. Finally, it was understood that teachers do not know what blackface is about, even practicing, because this is the result of a formation with eurocentric curriculum that reproduces a racist discourse and without the information on the subject continue to be engendered in schools, “consumed” by students and reproduced by them also, in a continuous cycle of repetition, whose interruption will only be made possible with the implementation of anti-racist practices that are in accordance with Law 10.639/2003 and its Guidelines (2004).