Omi dùdúCurricula: escrevivências, Ancestral Knowledge, and Authorship of Babies and Children in Early Childhood Education

Abstract

This research aims to analyze practices constructed from ancestral territorialities for and with Black infants and children, whose practices of 'escrevivências' and methodologies are woven collectively and collaboratively with early childhood education teachers. The study takes as its central reference the pedagogical 'escrevivências' experienced at the CMEI Dr. Djalma Ramos - Early Childhood Education Municipal Center, located in Vida Nova, a peripheral neighborhood in Lauro de Freitas, Bahia. This public children's institution is occupied by babies, toddlers, and young children, aged 6 months to 5 years, who, with their bodies, gestures, and speech, assertively intervene in the pedagogical practices in which they participate. It is plausible to infer that methodologies constructed in a collective-collaborative manner are black educational movements to combat racist, sexist and adult-centric pedagogical practices that are disseminated/naturalized in public early childhood education institutions. Thus, a practice that takes into account the ‘escrevivências’ of Black babies and children is fundamental in the architecture and creation of specific methodologies that, in dialogue with Afro-Brazilian practices, can rekindle memories, stories of the territory, of ancestry, materializing a disobedient and inventive education, in which Black children have the non-negotiable right to forge authorial understandings and interpretations about their childhoods and Black identities.