Abstract
This article is interested in demonstrating how the legal documents dealing with education for ethnic-racial relations, produced both from the political struggles of the black movement and through academic debates, reach young black children and collaborate in the fabrication of new practices in the daily life of an early childhood education institution in Mangueira, a black territory located in Rio de Janeiro (RJ). For this purpose, we analyzed the laws and documents that we believe to be the most important for guaranteeing the right to education for ethnic-racial relations since the daycarecenter, tailoring these analyzes to the presentation of the pedagogical work of a group of young children. We consider that it is possible, therefore, that the legislation collaborate so that the pedagogical actions for babies and young children are built from their references of their ethnic-racial belonging.
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