Childhood and Affirmative Micro Action in Significant Contexts

Abstract

This article aims to understand how pre-school children build their ethnic-racial relationships in a university day care center in the city of Rio de Janeiro. This study considers three dimensions that emerged from the research: the expressive affirmative micro actions, register the children’s self-expression; the inclusive affirmative micro actions consider the participation of black and non-black children in the situation of inclusion and formative affirmative micro actions, it is the professional development of teachers. Research points to the importance of affirmative micro actions in the development of anti-racist social practices and aims to contribute to childhood studies and the education of ethnic-racial relations.