Projeto Político-Pedagógico: o farol que orienta os navegantes rumo à Educação para as Relações Étnico-Raciais

Abstract

This qualitative study aimed to understand the constitution of the Political-Pedagogical Project (PPP) of an Early Childhood Education school within the Municipal School System of São Paulo, with regard to Law n. 10.639/2003. From this general objective, the following specific objectives were derived: to identify how the researched school constructed and/or revised its PPP; to identify whether antiracist actions exist in the PPP and how they are proposed; to verify whether the PPP is known by the entire school community; and to develop a formative proposal based on the training already carried out at the school. The study was justified by the importance of analyzing how Law n. 10.639/2003 is addressed in the PPP of Early Childhood Education, considering the role of this document in promoting practices that foster Education for Ethnic-Racial Relations, teacher education, and the construction of positive identities from early childhood. The theoretical framework that grounded the research comprised Brazilian legislation on racial equality and discussions on black identity, ethnic-racial relations, the importance of the collective construction of the PPP, the commitment of school management engaged in advocacy for peripheral childhoods, and teacher education. The research participants were the school principal, the pedagogical coordinator, and four teachers from the investigated school. Data production was carried out through documentary analysis of the PPP, observations conducted at the school, the application of an electronic questionnaire to the group representing the teaching staff, and analysis of the pedagogical coordinator’s report and the principal’s Letter of Intent. The data were analyzed in the light of Prose Analysis, resulting in five categories: Training and Contexts; Practices for Education for Ethnic-Racial Relations; Construction/Revision of the Political-Pedagogical Project; Values; and School Management Committed to Peripheral Childhoods. The results highlighted that the PPP is a living document, collectively constructed at the researched school, which incorporates antiracist practices through teacher education, the curriculum, and the commitment of school management. Actions aimed at valuing black identity, listening to children, and defending peripheral childhoods were also emphasized, reaffirming Early Childhood Education as a fundamental space for confronting racism. These findings demonstrate the relevance of Education for Ethnic-Racial Relations in Early Childhood Education as a fundamental strategy for the construction of positive identities and for confronting racial inequalities from early childhood