Representatividade negra à primeira vista: uma abordagem narrativa sobre infância e racismo no Programa Curumim do Sesc São Paulo

Abstract

This research analyzes the Curumim Program of SESC São Paulo, understanding the territory as a space of power and symbolic dispute, and examines how the curriculum articulates with issues of race and identity in Black childhood. Using a qualitative approach that combines narrative inquiry and documentary research, scenes experienced by three children — Amara, Dayo, and Bintu — were analyzed. The narratives reveal how structural, institutional, and symbolic racism traverses children's daily lives, shaping their experiences of belonging and recognition. The study highlights the central importance of Black representation as a pedagogical principle. The findings point to the power of children's narratives to expose everyday racism, the need for a critical review of the Curumim Program curriculum, and the importance of institutional actions that expand Black presence and promote antiracist educational practices