Bodies, Knowledges, and Territories: Antiracist Education and Decolonial Practices in Peripheral Contexts

Abstract

This article analyzes anti-racist pedagogical practices in peripheral territories, focusing on the identity and cultural construction of very young children from Group 01 of a daycare located in the Coque neighborhood in Recife, Brazil, based on Afro-Brazilian and Indigenous knowledge. The study considers the historical context of colonialism, slavery, and structural racism in Brazil, highlighting how these processes impact school organization, curricula, and educational materials, reproducing inequalities and marginalizing certain forms of knowledge. Using a qualitative approach, the research integrates participant observation, semi-structured interviews, and documentary analysis of daily activities in the daycare and cultural mediation spaces. Results show that practices such as reading Afro-Brazilian literature, cultural workshops, music, and body-based activities promote the appreciation of racial identity, strengthen territorial belonging, and foster an early awareness of cultural diversity. The incorporation of community and cultural knowledge transforms the peripheral territory into a legitimate space of learning, challenging the dominant Eurocentric and elitist logic. The study concludes that anti-racist and decolonial initiatives directed at very young children contribute to forming critical subjects, aware of their history and culture, and promote intercultural education from the earliest years of life.