The colors of racism: the “skin-color” crayon and the naturalization of the branqueamento in early childhood education

Abstract

This article discusses the implications of whitening processes within early childhood education, emphasizing aspects related to disguised racism, manifested subtly and routinely through concepts associated with certain colors learned in childhood and perpetuated into adult life. The study seeks to identify how children learn about the term “skin-colored pencil” and how this term is assimilated by them. This is a qualitative study, based on in situ observations and semi-structured interviews. The observations were conducted in a class composed of ten children. The interviews were carried out with nine teachers from the same institution. The research revealed that, from an early age, children already label the light pink pencil as “skin color.” This association influences representativeness and children’s perceptions of their own skin color, in addition to highlighting the negative impacts that such whitening standards have on the construction of identity and self-esteem of Black children.