“CORALINE'S COLOR”: LITERATURE AND RACIAL LITERACY IN EARLY CHILDHOOD EDUCATION

Abstract

This article discusses a pedagogical practice developed with Kindergarten V classes at a public school in Fortaleza, Brazil. The main objective was to provide children with moments of discussion, reflection, and artistic creation, promoting racial literacy and ethnic-racial relationships. The research follows a qualitative, empirical approach and was carried out over the course of one week, involving a variety of activities that culminated in an artistic retelling of the children's book A Cor de Coraline (Coraline's Color). The study concludes that, despite the growing discussions around anti-racist themes in schools, most black children still do not recognize their skin tone as black or brown, have not developed a sense of belonging, nor a strong self-esteem. Despite this, the practice shows positive impacts on the child's holistic development, in accordance with the legal frameworks of early childhood education.