Ethnic-racial relations and early childhood education: analysis of the activity of physical education teachers

Abstract

This study sought to understand the presence of ethnic-racial debate in the teaching work
of Physical Education teachers in early childhood education institutions in three municipalities in the
Greater Vitória region of Espírito Santo. The study was methodologically guided by the "ergological
analysis of activity" (Schwartz, 2000; Schwartz & Durrive, 2007), an approach to work that considers the
"uses" that workers make of norms, prescriptions, and values to manage the adversities and conflicts
inherent in the activity. Interviews were conducted with eight teachers from public school systems in the
municipalities of Cariacica, Serra, and Vitória. The results indicate the presence of racism in the
relationships established in the daily life of early childhood education, especially in the dimensions of
sensitivity, touch, affection, care, and physical contact. Furthermore, it highlights the ways in which
Physical Education teachers address aspects of Afro-Brazilian and African culture and seek to develop
anti-racist pedagogical practices.