Prática docente: construção da identidade de estudantes negros e negras dos anos inicias do ensino fundamental do município de Mutuípe-BA

Abstract

This work consists of a reflection on the construction of the identity of black students of the initial years of Elementary School in the municipality of Mutuípe-Bahia, from teaching practices. The research problem arose from the following concern: in which way teaching practices contribute to the construction of the identity of black children in elementary school? In view of this problem, the general objective was: understand how teaching practices contribute for the construction of the identity of black students of the initial years of elementary school in Mutuípe-BA. The methodology of this research presents an approach qualitative and quantitative, of an exploratory nature, developed with fourteen teacher(s) from the initial years of Elementary School in that municipality and the instrument used for data collection was the questionnaire. The survey results indicate that most teachers understand the relevance of identity construction for the black person, and its impacts on cognitive and social development, however, some seem to have little theoretical depth regarding the issues of racial identity. It is hoped that this research will contribute to the discussions focused on the need to understand how teaching practices collaborate for the construction of the identity of the black child, thus enabling a different look about how these practices can positively or negatively affect the lives of black children.