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Author Bio

Ana Tereza Ramos de Jesus Ferreira holds a Ph.D. in Developmental and School Psychology and a Master’s degree in Education from the University of Brasília, Brazil. She is a Basic Education teacher at the Secretariat of State for Education of the Federal District and a member of the research group Laboratory of New Epistemologies and Human Development – LabNEDH. She is also a member of the Brazilian Association of Black Researchers (ABPN). Her research interests include anti-racist playful pedagogical practices, literacy and language development, learning through games, toys and play, teacher education, mathematics education, education in and for Human Rights, quilombola education, and Special Education.

Juliene Madureira Ferreira is an Associate Professor at the Faculty of Education and Culture of Tampere University and currently co-leads the Child and Learning Ecologies research group. She received her PhD in Psychology from São Paulo University in 2017 and her PhD in Education from the University of Tampere at the end of 2018, followed by a two-year postdoctoral fellowship also at Tampere University (TAU). Her research profile is marked by a broad scope of research interests, interdisciplinarity, and a strong qualitative view on science, with work spanning across different topics of study in educational psychology: collaborative learning, sociality in learning, child development, inclusive and special education, and teacher education. She has examined different relational aspects of child-child and adult-child interactions, revealing dynamics that enhance children’s participation in educational contexts. More recently, she has adopted a strong emphasis on embodiment, particularly on embodied cognition approaches to further explore the socio and material affordances for learning and development of children with diverse needs, and to better understand how engagements with current technologies (e.g., Generative AI) may substantially shape how we think, learn, and build knowledge.

Abstract

Brazil was the last country in South America to put an end to the 388-year slave trade. To justify the trade of people from Africa, a series of actions were taken to dehumanize the Black  population, namely racism. Thus, the culture, religion, clothes, and phenotypical characteristics of Black people were considered inferior to those of the White race, and this continues to impact the lives of the Black population, which suffers from social inequality, low-quality education, and low-paid jobs up to this day. Therefore, this review aims to investigate Brazilian literature on activities in early childhood education (ECE) to fight against racism by educating about human rights. The search followed the PRISMA protocol and was conducted on six databases in February 2024; 16 articles were selected. The results of the review indicate the need to invest in teacher training that the fight against racism must involve both Black and White people, and that Brazil, a country with a diverse population, has a myth of racial democracy, which makes the fight against racism very difficult.

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