“Skin-colored pencil”: diversity or exclusion?
“Skin-colored pencil”: diversity or exclusion?
DOI:
https://doi.org/10.51473/rcmos.v1i1.2025.862Keywords:
Early childhood education; Afro-descendants; diversity; skin-colored pencils; literacy.Abstract
This study examines the representation of artistic materials used in early childhood education, focusing on "skin-colored pencils" during the literacy process. The research, based on direct and participatory observation with children in school contexts, highlights the importance of working on diversity from childhood. Materials that consider different skin tones can positively influence the development of identity, self-esteem and social interaction in children, in addition to fostering a broader understanding of ethnic diversity. The research is justified by the need to build an inclusive society from the early school years. The results highlight the urgency of mobilizing the school community to adopt and disseminate materials that represent ethnic plurality in classrooms. To understand more about the subject, we will talk to authors such as CRUZ (2018), GOMES (2017), GUIMARÃES (2009), LINDEN (2018) and OLIVEIRA (2017), who served as the basis for the studies on the topic addressed. The discussion focuses on the importance of promoting discussion/dialogue to enable the development of literacy activities that awaken students' interest in investigating ethnic varieties from the early grades. Promoting activities that awaken children's interest in ethnic diversity from the early grades is essential, and for this, the continuous engagement of educators, managers, parents and policy makers is necessary, in order to minimize the impacts of racism in the school environment and ensure a more inclusive and equitable early childhood education.
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Copyright (c) 2025 Ayla Micéia dos Santos Araújo, Alessandra Raniery Araújo Alves de Sousa, Marcieva da Silva Moreira, Odilanir de Oliveira Leão, Caryne Maria da Silva Gomes (Autor/in)
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