Ethnic-racial relations: Possibilities for science teaching in early childhood education

Abstract

DOI: http://dx.doi.org/10.14244/198271991094

Taking the notion of difference as a starting point, represented by the construction of the biodiversity concept, incorporated by the biological discourse, the paper points out possibilities to address ethnic-racial issues in early childhood education, starting in science classes. As this construction is crucial to the understanding of not only the biological theories, but also the understanding of self and others, it is very important to include the issue in the curriculum as a transversal theme. It is necessary to naturalize the difference and, in this movement, the curriculum emerges as an element of subjectification of individuals who, in their formation process, must learn to deal with it – and its possible consequences – in its productive potential, from the non-exclusion perspective.

Keywords: Curriculum, Early childhood education, Ethnic-racial relations, Science teaching.