AFRICANITIES IN CHILDREN'S TRANSCRITIONS

curricular and evaluation practices

Abstract

ntends to expand the senses of children’s teaching, in childhood transcriptions, concerning the beauty of africanity, on the importance of black people in the history of Brazil, on the senses of re-exist and re-enchant the world. The problematic field is formed due to the highlight of the discomfort of black children in drawing, thinking and narrating about themselves, the color of their skin, their hair type, and the pain felt due to the discrimination. It presents educational experiences and records developed along with a group of children between the ages of 5 and 6, from a federal autarchy institution of teaching in the year of 2019. Assembles the research-intervention methodology ruled in cartography and conversation chains as a procedure to create a problematization of the dialogues. It also accomplishes connections in the notion of curriculum in knowledge networks, of childhood transcreations and evaluation as a cartographic practice of everyday records. As a result, it arranges itself about the social and collaborative role of schools and universities, assuming the contribution of curricular and evaluation practices of procediments and records that grant visibility to the conceptual, procedural, aesthetical, ethical, political and attitudinal dimensions that cease excluding logics and structural racism, with the abolishment of differences and the reduction of existences since childhood.