Aknowledging to know yourself

Shifts and perpetuities on the discourses and practices of a group of children from an elementary school, through a anti-racist education

Abstract

This article intends to share the experiences of pedagogy graduation students through a supervised internship that happened in an elementary school with a class of 4th grade students. Based on the comprehension of the internship as a privileged space for co-formation, observation, dialogue between theory and practice and of contribution to fundamental subjects concerning the school field, the current project was centered on the education for ethnic-racial relations. With the goal of appreciating and representing black identity on the scientific research area like Mathematics and History and on the artistic field. It planned on investigating, through the children’s oral speeches and writing productions, possible shifts and/or perpetuities on their discourses and practices to the subject of the belonging and worth of black people in the artistic and scientific field, also to identify, discuss and evaluate the knowledge acquired by the group of children. The practices realized throughout the internship period had demonstrated a growth in the children's artistic repertoire and on the learning of basic mathematical operations and, overall, revealed that pointing out learning methods that enhance black people as culture and knowledge creators has a positive comeback on black kids identities and their participation on both sharing and producing school knowledge.