Black teaching: anti-racist child education through representativity

Black teachers exercise great representativeness when occupying the space of Kindergarten. Because of this, the objective of this writing is to understand how they perceive their pedagogical practice in face of ethnic-racial issues, mainly due to daily confrontation, pedagogical emergencies, or not, and the political conscience that is built based on academic and family experiences. The methodology for developing this reflection is based on content analysis based on semi-structured interviews. In conclusion, its anti-racist practices are questioned in the educational space by the views that curb its performance when narratives of overcoming racial oppression are raised. However, they try to translate these confrontations into reflections and overcoming practices.