Ethnic-racial education and childhood: the construction of historical and geographical concepts in the early years of elementary school

Abstract

ABSTRACT

The object of study inserts in debates about the construction of concepts by children, carried out by teachers who teach history and geography. the purpose was to investigate the challenges for the construction of ethnic-racial concepts in the early years of elementary education. we choose the historical-dialectic materialism to observe the object in movement, giving it historicity, wherever every phenomenon to be contextualized. the results indicate that in the concept building process, learning is still perceived as subordinated to the individual's biological maturation, this neglects in its analysis the appreciation of concepts as a product of history, social life and, as an effect, as affect cognitive development, intellectual development and the constituent elements of social/everyday life. thus, the need to build knowledge in a dialectical way is perceived, which favors the quality leap from common sense to scientific knowledge and not just to overcome an established stage. the student who knows the historical concepts and materials present in racialized discourses and the functioning of the society, uses his role as a historical subject to subvert the logic of update of racism. therefore, learning being a social activity and conceptual

learning a fundamentally practical activity makes their apprehension by the child possible, including early childhood education, however, it is important to reflect on the form and function that it assumes.