Keywords
Racismo
Escola
How to Cite
Abstract
Social Psychology has excelled in providing effective tools to combat and mitigate the harmful effects of racism, thanks to its substantial theoretical contributions on the subject. However, there are few published empirical studies demonstrating the practical application of these theories. This study aims to present an ethnic-racial socialization intervention program designed to strengthen identity and reduce prejudice in children and adolescents. Additionally, it evaluates the program's relevance and effectiveness based on the perceptions of researchers and students. Two sixth-grade classes (a total of 47 students) from a public school in the state of Sergipe participated in the program. The results indicate that the program successfully achieved its proposed objectives. Students highlighted that the activities fostered learning about ethnic-racial diversity, identity, and racism. They broke away from the rigidity of traditional content, providing spaces for dialogue and interaction, and were seen as innovative and meaningful, confirming the program's intended impact. Moreover, students described how the playful moments of the activities helped them internalize the knowledge. The program described here can equip professionals interested in anti-racism, helping them reflect on their practices and create and recreate based on the theoretical and practical content presented.
References
Aboud, F. E., Tredoux, C., Tropp L. R., Brown, C. S., Niens, U., & Noor, N. M. (2012).
Interventions to reduce prejudice and enhance inclusion and respect for ethnic differences in early childhood: A systematic review. Developmental Review, 32(4), 307-336. https://doi.org/10.1016/j.dr.2012.05.001
Aldana, A., & Byrd, C. M. (2015). School ethnic–racial socialization: Learning about race and ethnicity among african american students. The Urban Review, 47(3), 563-576. https://doi.org/10.1007/s11256-014-0319-0
Algarve, V. L. (2005). Cultura negra na sala de aula: Pode um cantinho de africanidades elevar a autoestima de crianças negras e melhorar o relacionamento entre crianças brancas e negras? (Dissertação de mestrado). Universidade Federal de São Carlos, São Carlos, SP, Brasil.
Allport, G. W. (1954). The nature of prejudice. Cambridge: Addison Wesley.
Bigler, R. S. (1999). The use of multicultural curricula and materials to counter racism in children. Journal of Social Issues, 55(4), 687-705. https://doi.org/10.1111/0022-4537.00142
Cameron, J. E., Duck, J. M., Terry, D. J., & Lalonde, R. N. (2005). Perceptions of self and group in the context of a threatened national identity: A field study. Group Processes & Intergroup Relations, 8(1), 73-88. https://doi.org/10.1177/1368430205048618
França, D. X., Silva, K. C., Oliveira, Y. N., & Moreira-Primo, U. S. (2022).
Promovendo a identidade racial e as atitudes intergrupais positivas: intervenção no ensino fundamental. Revista da SPAGESP, 23(2), 69-89. https://doi.org/10.32467/issn.2175-3628v23n2a6
Freire, P. (2006). Educação “bancária” e educação libertadora. In M. H. S. Patto, Intro-
dução à psicologia escolar (pp. 61-78, 3a ed.). São Paulo: Casa do Psicólogo.
Goclowska, M. A., Crisp, R. J., & Labuschagne, K. (2013). Can counter-stereotypes boost flexible thinking? Group Processes & Intergroup Relations, 16(2), 217-231. https://doi.org/10.1177/13684302124450
Hughes, D., Rodriguez, J., Smith, E. P., Johnson, D. J., Stevenson, H. C., & Spicer, P. (2006). Parents’ ethnic-racial socialization practices: A review of research and directions for future study. Developmental Psychology, 42(5), 747-770. https://doi.org/10.1037/0012-1649.42.5.747
Johnson, P. J., & Aboud, F. E. (2017). Evaluation of an intervention using cross-race friend storybooks to reduce prejudice among majority race young children. Early Childhood Research Quarterly, 40, 110–122. https://doi.org/10.1016/j.ecresq.2017.02.003
Kenworthy, J. B., Turner, R. N., Hewstone, M., & Voci, A. (2005). Intergroup contact: when does it work, and why? In J. F. Dovidio, P. Glick, & L. A. Rudman (Eds.), On the nature of prejudice: Fifty years after Allport (pp. 278–292). Oxford: Blackwell Publishing. https://doi.org/10.1002/9780470773963.ch17
Modesto, M. C., & Rubio, J. A. S. (2014). A importância da ludicidade na construção do conhecimento. Revista Eletrônica Saberes da Educação, 5(1), 1-16.
Moreira-Primo, U. S., Santos, J., & França, D. X. (2023). Ver e sentir: Duplo sofrimento de crianças negras com o racismo e possíveis soluções. In M. E. O. Lima, & A. S. Faro (Org.), Pesquisas em psicologia, saúde e sociedade. São Paulo: Concern.
Ribeiro, B. S. Socialização étnico-racial e silêncio sobre raça entre universitários. 2022. 177 f. Dissertação (Mestrado em Psicologia) - Universidade Federal de Sergipe, São Cristóvão, 2022.
Rojas, L., & Liou, D. (2018). Teaching for social justice: the promise of transformative expectations for urban Chicanx/Latinx youth. Equity and Excellence in Education, 51(2), 161-181. https://doi.org/10.1080/10665684.2018.1509747
Santos, J. & França, D. X. Intervenções para redução do preconceito racial na escola: uma revisão sistemática. Revista PET Interdisciplinar Conexões de Saberes, v. 5, n. 1, p. 8-27, 2021.
Santos, J. dos. (2025). Programa de intervenções em socialização étnico-racial para crianças e adolescentes [manuscrito não publicado]. Universidade Federal de Sergipe.
Schwarcz, L. M. (2013). Nem preto nem branco, muito pelo contrário: Cor e raça na sociabilidade brasileira. São Paulo: Companhia das Letras.
Steffens, N. K. (2019). Athletic identity: A review and meta-analytic synthesis. Stirling: The
University of Stirling.
Tadmor, C. T., Hong, Y. Y., Chao, M. M., Wiruchnipawan, F., & Wang, W. (2012). Multicultural experiences reduce intergroup bias through epistemic unfreezing. Journal of personality and social psychology, 103(5), 750.
Tajfel, H., & Turner, J. (2001). An integrative theory of intergroup conflict. In M. A. Hogg & D. Abrams (Eds.), Intergroup relations: Essential readings (pp. 94–109). Hove: Psychology Press.
Turner, R. N., & Cameron, L. (2016). Confidence in contact: A new perspective on promoting cross-group friendship among children and adolescents. Social Issues and Policy Review, 10(1), 212-246. https://doi.org/10.1111/sipr.12023
Umaña-Taylor, A. J., & Douglass, S. (2017). Developing an ethnic-racial identity intervention from a developmental perspective: Process, content, and implementation of the identity project. In N. J. Cabrera & B. Leyendecker (Eds.), Handbook on positive development of minority children and youth (pp. 437–453). Springer Science +
Business Media.
Zilliacus, H., Holm, G., & Sahlström, F. (2017). Taking steps towards institutionalising multicultural education–The national curriculum of Finland. Multicultural Education Review, 9(4), 231-248, https://doi.org/10.1080/2005615X.2017.1383810
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright (c) 2025 Revista Contemporânea de Educação