Black corporeity at school: meanings attributed by children and teachers

Abstract

This article aims to analyze the meanings attributed by children and teachers to the black body at school. The theoretical framework is based on studies that understand the body as a source of cultural and social meanings and that point to the implications of anti-racist pedagogical practices in search of a human and social, democratic and plural formation. The methodological procedures include a qualitative approach, with field research with 27 children and four teachers from a class in the early years of elementary school at a municipal public school in the interior of São Paulo, Brazil. Data collection techniques were field observation and semi-structured interviews. There are marks of the myth of racial democracy and colorism, with the recurrent dissemination of the premise that all people are equal, nullifying the existence of racist and discriminatory practices.