Abstract:

Abstract A problem to be faced when talking about early childhood education is the refusal to deal with a single and restricted concept of childhood and that of being a child. The challenge presented at this level of education is to identify and promote conceptions of childhood, experiences and meanings of being children in a plural and diversified way. This purpose can be understood insofar as pedagogical thinking and acting in early childhood education are understood and mediated by underlying ethnic-racial tensions of structural racism that permeate educational relationships. In this aspect, it is intended to reflect on three themes, initially distinct, but that at some point intersect. The attempt is to point out a brief clipping on each subject and weave a reflection on how these can be treated in the educational field. The purpose is to understand the meanings of being a black child in early childhood education and the challenges in building an anti-racist education at this level of education.

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