Özet:

Abstract The paper is based on documentary research and analyzes ethnic, linguistic and cultural oppressions that operate simultaneously. It focuses on Pomeranian and Manauarian children under conditions of inequality and investigates documents that guide public policies for Early Childhood Education. We sought to clarify a system that acts to homogenize childhoods, denying and excluding differences and we question: for which reason and why proposing a single reading and writing program in Early Childhood Education in a country with 274 different languages spoken? In the articulation of linguistic diversity with the sexual division of labor, highlighting the inseparability of the care and education of young sons and daughters, we aim to contribute in the construction of a decolonizing pedagogy, pointing out challenges of public policies for Brazilian early childhood education in this path.

Anahtar Kelimeler: