Children's Identity Research Articles

Similarity in transgender and cisgender children’s gender development

Gender is one of the central categories organizing children's social world. Clear patterns of gender development have been well-documented among cisgender children (i.e., children who identify as a gender that is typically associated with their sex assigned at birth). We present a comprehensive study of gender development (e.g., gender identity and gender expression) in a cohort of 3- to 12-y-old transgender children (n = 317) who, in early childhood, are identifying and living as a gender different from their assigned sex. Four primary findings emerged. First, transgender children strongly identify as members of their current gender group and show gender-typed preferences and behaviors that are strongly associated with their current gender, not the gender typically associated with their sex assigned at birth. Second, transgender children's gender identity (i.e., the gender they feel they are) and gender-typed preferences generally did not differ from 2 comparison groups: cisgender siblings (n = 189) and cisgender controls (n = 316). Third, transgender and cisgender children's patterns of gender development showed coherence across measures. Finally, we observed minimal or no differences in gender identity or preferences as a function of how long transgender children had lived as their current gender. Our findings suggest that early sex assignment and parental rearing based on that sex assignment do not always define how a child identifies or expresses gender later.

Gilliam, Laura & EvaGulløv. Children of the welfare state: civilising practices in schools, childcare and families. viii, 290 pp., bibliogr. London: Pluto Press, 2017. £20.99 (paper)

Children of the welfare state explores the civilizing processes embedded in child-rearing practices in kindergartens, schools, and families in Denmark. The book, first published in Danish in 2012, is by Laura Gilliam and Eva Gulløv, with contributions from Karen Fog Olwig and Dil Bach, and is based on ethnographic fieldwork within various Danish institutions and contexts as part of the research programme ‘Civilizing Institutions in a Modern Welfare State’. The volume consists of nine chapters, each of which can be read in its own right, although the chapters build on each other to produce an overall argument. The general theoretical perspective is Norbert Elias's notion of ‘the civilizing process’: that is, an increasing structuring and restraining of behaviour and personalities through socialization. The first chapter introduces this concept as a lens through which to examine child-rearing practices. The authors offer this as ‘a perspective that we can use to elucidate the phenomenon of childrearing in relation to the values, norms and standards that underlie the requirements, prioritisations and evaluations of children in families and in public children's institutions in contemporary Danish welfare society’ (p. 17). In my opinion, this perspective helps the authors successfully present an analysis that sheds new light on the central mechanisms shaping child-rearing in Danish society. Chapter 2 outlines a history of the shifting perceptions of children and child-rearing and of what represents ‘civilised behaviour’, all of which can be seen to reflect both the changes in power relations and conflicts within Danish society. Through this the authors emphasize that values are ‘realised, manifested and have an effect’ in everyday interactions between children and adults in institutions today (p. 53). Such values are influenced by specific ideological rationales and political currents that must be understood in the context of the ethos and development of the Danish society and state. The following six empirical chapters explore how ideals such as ‘equality’ and ‘becoming social’ underpin this ongoing process and examine underlying power-relations such as ethnicity and class (particularly middle-class ‘norms’). Gulløv's chapter 3 and Olwig's chapter 4 explore how these values manifest as social processes in kindergartens. As most children in Denmark attend kindergarten from the age of 1, it is usually formative for young children's identities and social lives. Chapters 5-7, by Gilliam, focus on the ‘civilising’ of schoolchildren across different ages, geographical areas, and socioeconomic backgrounds. She demonstrates how these processes in effect display value-based differences grounded within ethnicity and class. For example, ‘Danish’ values are contrasted to those of ‘immigrants’ (or ‘ethnic’ communities), the latter being communicated as second-rate and not an alternative to Danish ‘core values’. Similarly, class is also made visible through a contrast between the lifestyle and ethics of the ‘affluent’ and the Danish ‘middle classes’. The eighth, and last, chapter is based on Bach's fieldwork among fifteen affluent Danish families. She discusses how family practices are crucial to the ways households relate to one another and central to how a family's identity and social status are shaped. Bach concludes that affluent families’ investment of time and resources in their children can be understood as a ‘“defensive strategy of respectability” and not only an offensive strategy of civilising and distinction’ (p. 233). I found the analysis of the symbolic meaning of childhood and children, their behaviour, and the shaping of their identities among the affluent particularly interesting as it provides a great example of the child-centred orientation of both Nordic societies and welfare states. While the empirical arguments are comprehensive and convincing in the presentation of social change in Denmark and the mechanisms that shape processes of civilization, I missed some reflection on how neoliberal forces might influence Danish institutions. This is only briefly mentioned in the book's last pages while discussing ‘decivilising’ tendencies (pp. 265-7). As a result, the book's argument is focused on understanding how contemporary processes stabilize the social order and moral ideals, rather than seeing these, at least in part, as resulting from processes of globalization and/or neoliberalism. The overall argument therefore underplays the increasing influence of neoliberalism and New Public Management on formal teaching, pedagogical methods, and assessments in Danish (and Nordic) public schools and childcare institutions – as elsewhere in the public sector. In brief, the book's empirical descriptions and analyses of child-rearing and civilizing processes are convincing. The authors present in a recognizable and interesting way everyday child-rearing practices in Danish families and other institutions. Children of the welfare state is well worth reading and reflecting upon, for anthropologists and anyone else interested in civilizing processes in Danish – or Nordic – society.

Exploring Multiple Identities in Children’s Literature With Project LIT

Only in the last 20 years have we seen seeds of intersectional identities planted in children’s/ young adult literature. Even in this shift, the majority of authors writing books with diverse characters are white. In 2017, 31 percent of published Kidlit contained diverse characters, yet only 7 percent published were written by Black, Latinx, and Native authors combined (Jalissa, 2018). I work in the Beaverton School District. Forty-eight percent of our students are white, which means students of color are the majority. Yet, 87 percent of our teachers are white (Oregon Department of Education, 2018). The staff/student ethnicity ratio is problematic for most of our students needing “mirrors” in their learning environment. Until this balances out in districts around Oregon, literature can serve these students in reflective ways, as well as providing windows to peer into each others’ lives and cultures. As a librarian, it is imperative for me to display books in which every student at our middle school can see their reflections. In those same reads, different students will gain empathy for others. Which book will impact which student may not be easy to predict. Ensuring the library is stocked with encouraging stories emphasizing diversity, equity, and inclusion is under my control. How else can I provide mirrors, windows, and sliding glass doors to our learning community? I found a way using the Project LIT model.

Análisis Comparativo del Proceso de Evaluación en el 2º Ciclo de Educación Infantil en España

In Spain, from the Organic Law 2/2006, Kindergarten is considered an important step for the development of the child's identity, personal values, his socializing process and the acquisition of the prerequisites for literacy is encouraged. The aim of this paper is to analyze possible differences between regions in the regulatory development of the evaluation in Kindergarten level. The methodology followed consisted in a comparative analysis of regulatory documents of each region, both the curriculum and the assessment taking as reference the minimum levels set by the MEC for the curriculum and evaluation. The results indicate that there are differences in the number of evaluation criteria curriculum areas between the regions and the inclusion of issues relating to multilingualism in official languages communities. In some Autonomous Regions there are nuances and differences are found in the concretion of some aspects, especially in the evaluation of the teaching process, the attention to diversity, as well as the evaluation documents. In conclusion, we can say that these differences in the importance of other languages, the largest number of criteria and the importance of the assessment process, are important to ensure the regional understanding of the evaluation process raised in national legislation. And that most of the criteria coincides mostly with the regions with better results in PISA.

Claims to Native Identity in Children’s Literature

This commentary essay examines several individuals who wrote books for children and made claims to Native identity that are fraudulent, or otherwise problematic. Asa Carter, for example, posed as a Cherokee named “Forrest Carter” and published The Education of Little Tree, put forth as the autobiography of someone who had been on the Trail of Tears. So popular that it was published in Korean, Turkish, Czeck, Slovenian, and Spanish, in 1997 Little Tree became a feature film. Although the author’s fraud was exposed in The New York Times, the book continues to be published. Jamake Highwater, posing as a Blackfoot/Cherokee, won the most prestigious children’s literature award, the Newbery Honor given by the American Library Association, for Anpao: An American Indian Odyssey, in 1978. Paul Goble is a British writer who loved American Indian stories so much that he moved to the United States to live near Plains tribes, where he was given a Native name. Both that name and the ways he spoke of the gift led people to believe that he had been adopted into the Lakota tribe. Like Carter and Highwater, but more prolific, Goble’s books sell well in a market that retains narrow and stereotypical views of Native peoples. The essay concludes by discussing the ways that the works of Carter, Highwater, and Goble impact publishing today.

Attitudes Toward Hypothetical Uses of Gene-Editing Technologies in Parents of People with Autosomal Aneuploidies.

Researchers are exploring the use of gene-editing technologies to prevent and/or treat genetic conditions in humans. Stakeholder views, including those of patient and family populations, are important in the ongoing bioethical discussion. We conducted 27 semi-structured interviews with parents of people with trisomy 21 (T21; N = 10), trisomy 18 (T18; N = 8), and trisomy 13 (T13; N = 9)-conditions not previously studied in regard to attitudes toward hypothetical gene editing. While many discussions focus on the morality of gene editing, parents in our study focused on quality of life and concerns about changing their children's identity. All participants prioritized ameliorating life-threatening health issues when those were present; many also emphasized increasing their children's communication and cognitive ability. These results suggest that patient populations with the lived experience of genetic conditions have unique concerns that may differ from broader discourse.

Niños, fiestas patronales e identidad local

El objetivo de este artículo es analizar la participación infantil en las fiestas patronales de Yucatán, México, y mostrar la importancia de esta participación en la construcción de la identidad de los niños. La investigación etnográfica realizada para el cumplimiento de tal objetivo se orientó a la captación de las voces infantiles en contextos cotidianos y festivos mediante el diálogo y la convivencia. A pesar de que el artículo no profundiza en una fiesta patronal en particular, da cuenta de la apropiación infantil de este tipo de celebraciones y visibiliza las formas infantiles de consumo, interpretación y apropiación del patrimonio, que han sido descuidadas en estudios previos sobre el tema. Así, se concluye que, en espacios lúdicos, los niños resignifican el patrimonio festivo y lo cargan de afectos y emociones, lo cual refuerza la identidad comunitaria de estos.

Thinking about multiple identities boosts children's flexible thinking.

Studies of children's developing social identification often focus on individual forms of identity. Yet, everyone has multiple potential identities. Here we investigated whether making children aware of their multifaceted identities-effectively seeing themselves from multiple angles-would promote their flexible thinking. In Experiment 1, 6- to 7-year-old children (N=48) were assigned to either a Multiple-Identities condition where they were led to consider their multiple identities (e.g. friend, neighbor) or to a Physical-Traits condition where they considered their multiple physical attributes (e.g. legs, arms). Children in the Multiple-Identity condition subsequently expressed greater flexibility at problem-solving and categorization than children in the Physical-Traits condition. Experiment 2 (N=72) replicated these findings with a new sample of 6- to 7-year-old children and demonstrated that a Multiple-Identity mindset must be self-relevant. Children who were led to think about another child's multiple identities did not express as much subsequent creative thinking as did children who thought about their own multiple identities. Experiment 3 (N=76) showed that a Mmultiple-Identity framework may be particularly effective when the identities are presented via generic language suggesting that they are enduring traits (in this case, identities depicted as noun phrases rather than verbal phrases). These findings illustrate that something as simple as thinking about one's identity from multiple angles could serve as a tool to help reduce rigid thinking, which might increase open-mindedness in a society that is becoming increasingly diverse.

KONSEP ANAK ANGKAT DALAM PRAKTEK MASYARAKAT KLUET (Analisis Perspektif al-Qur’an)

The practice carried out by the Kluet community regarding adoption of children is generally good, in which it is worth Sadaqah, maintaining silaturrahmi, aiming to help fellow Muslims, and maintaining a strong brotherhood among fellow Muslims both adopted children because of child leaves, tribal children, senamo, call children, according with Islamic teachings. But with regard to adoption of children due to the couple not having children, then living with foster siblings, there are some things that are not appropriate with the teachings of Islam, which is related to the issue of the status or status of the adopted child. In practice, a part of the Kluet community that adopts their status is like their own biological children, this can be seen from the Family Card and school report cards by using the name of their adopted parents in the child's identity. In relationships mahrampun socially sometimes less attention to the limitations of relationships and genitalia in the family. This is because they consider their adopted children like biological children. Likewise in the matter of marriage, in the adopted family the Kluet community still attaches great importance to emotional ties so that if anyone gets married they will feel ashamed.

Internalization Of Character Values Through The Tahfizh Programs at Junior High 6 Gunung Talang Solok Regency

This article explains Internalization Of Character Values Through The Tahfizh Programs at Junior High 6 Gunung Talang Solok Regency. The theory used to analyze these findings is vygostsky's theory of the stages of intrapsychology and interpsychology of children's cognitive development. According to Vygotsky, the relationship between humans (Interpsychology) will affect the formation of children's identity or personality (Intrapsychology). This study uses a qualitative approach to the type of case study research. Informant selection technique with purposive sampling. Total informants were 47 people. Data is collected by interviews, observation and documentation. Data were analyzed by the interactive analysis techniques of Miles and Huberman (interactive analysis models), namely data reduction, data models and conclusions. The results of the study revealed that through the Tahfizh routine (Reciting the Alquran) there was reciprocal interaction between counselors and students (Interpsychology) who instilled religious values, hard work, discipline, honesty, and responsibility. The results of these interactions can be seen from the noble character possessed by students who are hafiz quran (Intrapsychology).

Identidade negra, educação e práticas de resistência: uma leitura decolonial num quilombo urbano

A partir das lentes do Pensamento Decolonial e do fazer etnográfico num lócus subalterno, palco de luta e resistência – o quilombo urbano ‘Maloca’, localizado na capital sergipana – analisamos as ações desenvolvidas no Projeto Criliber (Criança – Liberdade), voltadas à formação da identidade da criança negra. O nosso objetivo foi traçado no sentido de compreender a atuação de um grupo historicamente marginalizado e o enfrentamento do racismo. O Referencial teórico está pautado em Homi Bhabha (1998), Stuart Hall (2003) e Catharine Walsh (2013) que problematizam a manutenção dos resquícios da colonização e reconhecem, na articulação de grupos marginalizados, diferentes possibilidades de descortinar a colonialidade. Na tentativa de se libertar das amarras da colonização, as ações da Criliber têm reverberado para o fortalecimento do sentimento de pertencimento e autoafirmação da identidade negra.

Who Am I and Where Am I From? Substitute Residential Home Children’s Insights into Their Lives and Individual Identities

Decisions regarding children’s residential care reorganisation are primarily based on an adult’s perspective of children’s wellbeing and care. While these adults tend to be well-intended and base their decisions off relevant evidence, the children’s perspectives ‐ which reflects their actual lived experiences ‐ is almost never considered. However, since children are experts of their own lives, they should have the right to participate and express their opinion: Their point of view could be of great value in developing residential child care. In this article, we provide SOS children’s insights into their own life experiences and individual identities. The data was collected during an ethnographic research in one of Estonia’s SOS Children’s Villages (SOS CV). This article aims to answer to following research questions: 1. What are the main topics in SOS children’s stories when they talk about themselves and their everyday lives in substitute homes? 2. What kind of identity can be determined from children’s stories? 3. How can the subtext within the children’s stories be used to develop a child-centred residential care? In this article, we present and discuss several key-findings. First, it is important to note that there are gaps in the children’s life stories, as they sometimes lack information about important people and events in their lives. Second, this lack of adequate information can damage the children's identities and, in turn, undermine their development. Third, the opportunity to talk about important life events encourages the children to ask questions, as they are interested in obtaining additional information to complete the gaps. Fourth, the children’s stories indicate the shortcomings of substitute homes, related to both culture and communication.

Let me choose: Primary caregiver cultural humility, racial identity, and mental health for multiracial people.

The current study introduces cultural humility as a racial socialization strategy for Multiracial children. Specifically, the relationship between perceived primary caregiver cultural humility and mental health was examined for Multiracial people. The indirect and the moderating role of children's racial identity (i.e., Multiracial pride, challenges with racial identity) was also examined. Multiracial people (N = 399) were recruited to fill out measures of caregiver cultural humility, mental health, and racial identity via Qualtrics. Findings indicated that caregiver cultural humility was correlated with less depressive symptoms for Multiracial children. Age moderated relationships between humility and depressive symptoms, such that primary caregiver humility negatively correlated with depressive symptoms for Multiracial individuals in their mid to late thirties and younger. Multiracial pride and challenges with racial identity partially explained relationships between cultural humility and depressive symptoms. Also, challenges with racial identity moderated relationships between humility and depressive symptoms, such that humility was more beneficial for individuals experiencing more challenges with racial identity. Results of the study highlight cultural humility as a promotive strategy that primary caregivers might employ to foster the mental health and racial identity of Multiracial children. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Young children's ethnic-racial identity moderates the impact of early discrimination experiences on child behavior problems.

Experiences of ethnic-racial discrimination are associated with a host of problems in adolescence and adulthood, yet little is known about if and how such experiences influence children. Likewise, ethnic-racial identity (ERI) research has focused on adolescent and adult development to the detriment of understanding if and how ERI might influence early development, particularly in the context of ethnic-racial discrimination. To address these gaps, this study tested the hypotheses that a) children's perceived experiences of ethnic-racial discrimination would predict elevated behavior problems, and b) children's ERI with respect to their exploration of the meaning of their ethnicity-race and their sense of commitment to their ethnic-racial group(s) would mitigate this relation. Path analyses evaluated the prospective contribution of children's perceived ethnic-racial discrimination at age 7 (N = 172) to examiner ratings of internalizing and externalizing behavior problems one year later as moderated by child-reported ERI. Perceived experiences of ethnic-racial discrimination predicted increased internalizing and externalizing behavior problems one year later, but only among children who had relatively less-well developed ERI, particularly with regard to their sense of commitment to their ethnic-racial group(s). These findings document the incidence and the prospective negative impact of children's experiences of ethnic-racial discrimination on their behavioral adjustment, while illuminating the heretofore underappreciated protective role of ERI on children's development in contexts of discrimination. By cultivating ERI among children, parents, educators, and other community leaders can help children navigate institutionalized racism, and the prejudicial attitudes and discriminatory practices it engenders. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Don't look at it as a miracle cure: Contested notions of success and failure in family narratives of pediatric cochlear implantation

Cochlear implants (CIs) are a routine treatment for children identified with a qualifying hearing loss. The CI, however, must be accompanied by a long-term and intense auditory training regimen in order to possibly acquire spoken language with the device. This research investigates families' experiences when they opted for the CI and undertook the task of auditory training, but the child failed to achieve what might be clinically considered “success” – the ability to function solely using spoken language. Using a science and technology studies informed approach that places the CI within a complex sociotechnical system, this research shows the uncertain trajectory of the CI, as well as the contingency of the very notions of success and failure. To do so, data from in-depth interviews with a diverse sample of parents (n = 11) were collected. Results show the shifting definitions of failure and success within families, as well as suggest areas for further exploration regarding clinical practice and pediatric CIs. First, professionals' messaging often conveyed to parents a belief in the infallibility of the CI, this potentially caused “soft failure” to go undetected and unmitigated. Second, speech assessments used in clinical measurements of outcomes did not capture a holistic understanding of a child's identity and social integration, leaving out an important component for consideration of what a 'good outcome' is. Third, minority parents experience structural racism and clinical attitudes that may render “failure” more likely to be identified and expected in these children, an individualizing process that allows structural failures to go uncritiqued.

СОЦІАЛЬНА ІНСТИТУЦІЙНА СИТУАЦІЯ РОЗВИТКУ ДИТИНИ СТАРШОГО ДОШКІЛЬНОГО ВІКУ

The article deals with the important problem of preschooler’s social development. It has been found, that social development of personality, is an interconnected process of preschool child’s socialization and individualization. The theory of multidimensional personality structure is considered. The article analyzes the changes in the social situation of the child's existence and development, in particular, the ontogeny and sociogenesis conditions; socio-cultural and psychological bases of preschooler’s life activity, who may be in different educational institutions; living conditions and prerequisites for the children development in various aspects; institutional and social situation of preschool childhood. A special feature of the new social situation in society is the growing role of the media. It is proved, that the preschool age is characterized by a new social situation of development, when the sphere of child interaction and the circle of communication are greatly expanded; communication with adults becomes more complicated, takes on new forms and content. The social transformation of the preschool child’s game is shown, which characterizes by the absence of play environment, a decrease of play level, the impossibility of mastering by the child of social roles, which leads to a slow formation of the child's social identity at the beginning of school. It is argued, that education, training and development must occur in the unity of all the psychic qualities, which are inherent to a child of this age (curiosity, interest, play, ability to be creative and more). It is revealed, that in childhood the main criteria of periodization and personality formation are the position on the dynamics of the social development, the dynamics of leading activities and the dynamics of their own personal new items in a certain order of significance. The growing up of a child indicates a change in the sequence and dynamics of social development. It is determined, that a psychologically mature preschooler is a child who, according to emotional, volitional and intellectual traits, is ready to changes in new situations of communication and activity; ready to consciously regulate his/her intentions, actions, plans. This is a child who has developed volitional regulation, independence, motivation to manifest different kinds of activity: awareness of himself, positive attitude to the world, to him/herself and others, adequate self-esteem, willingness to interact, ability to organize a game, play, act together, desire to be a part of the group, the ability to empathize, provide and ask for help. This is a child who has advanced communication skills, listening skills to others, decision-making skills, etc.

BIAS GENDER DALAM SASTRA ANAK: STUDI PADA BUKU KECIL-KECIL PUNYA KARYA

Literary works are divided into several types, some of which are included in children's literature and some are included in the category of adult literature. The fundamental difference between these two works is the content and segmentation of the reader. The purpose of children's literature, in general, is an entertainment and media for them to learn and develop their interest in writing. Please note that children's literature has two broad lines based on the author. There are children's literary works that are made by children and for children to read as well. There is more children's literature created by adults. Good literature, in the sense of literary works that have learning value, must contain gender-sensitive values. The meaning of gender-sensitive is that children learn as early as possible to respect each other even if they come from other genders. What the child reads will be one of the factors causing the development of the child's identity. Therefore, as far as possible, children must be given an early understanding and understanding regarding gender sensitive children's literature. For this reason, this study then discusses the work of children's literature that has been published. Only a few samples were skinned to find out to what extent, children's literature was able to tolerate the existence of other types of gender that also coexisted in society .

The Impact of Community Partnerships on Maya Children's Identity

In Alamosa, Colorado, partnerships among university faculty, school teachers, a local non-profit, and Maya families established programs over several years thart enabled students to develop and assert their identity in school, while assisting parents in cultivating aspects of Maya identity at home and in the community.

The Effect of Virtual Education on Midwifery Students' Knowledge of Child Sexual Training.

Background:Midwives, as the first family trainers, play a significant role in the proper formation of children's sexual identity. Virtual education allows flexible learning for an unlimited number of students. This study aims to examine the influence of virtual education on midwifery students' knowledge of child sexual training.Materials and Methods:This study was conducted as a clinical trial from March 2015 to March 2016, on 75 midwifery students studying in two state universities in Tehran, Iran. By flipping a coin, universities were randomly divided into intervention and control groups. Through census sampling, all students of one university were recruited as the intervention group (40 students) and those of the other university were recruited as the control group (35 students). The education offered to the intervention group included eight 1-h virtual education sessions consisting of PowerPoint, audio and video files. Both groups' knowledge was assessed before and 3 months after the completion of the course. A researcher-made questionnaire was used to measure students' knowledge based on certain scenarios. T-pair and t-test (p < 0.05) were used for within-group and between-group analyses, respectively.Results:The mean score difference of sexual knowledge before and after education was 17.60 and 1.59 in the intervention and control groups, respectively; an independent t-test showed a significantly higher level in the intervention group (t73 = 6.86, p = 0.001).Conclusions:When in-class learning in the field of child sex training is not feasible for various constraints, virtual education can be used as a feasible and effective method.

Narrativas autobiográficas: o que dizem as professoras da rede municipal de ponta grossa sobre um ensino que promova o letramento racial crítico

This article is a part of the master's dissertation and aims to discuss the importance of teaching work in the (re) construction of children's racial identity, based on the use of pedagogical practices in a Critical Racial Literacy perspective. The research questions that we will answer are: Can the teachers understand, through the writing of autobiographical narratives, how children identify themselves racially and react to the other's racial identity in daily school life? Do these narratives help these teachers understand the importance of discussing race in the classroom from the perspective of Critical Racial Literacy? To answer these two questions, we start the discussion with a theoretical review about the topic and then present some reflections from the analysis of autobiographical narratives of three elementary school teachers from the municipal network of Ponta Grossa. Therefore, we consider authors such as: Ferreira (2014-2017), Silva and Dias (2016), Uwe (2009), Gomes (2005), among others. From this analysis, the results obtained in the teachers’ autobiographical narratives indicate that it is possible to find racist attitudes and discourses in the classroom, however, not always noticeable by the teacher. In this sense, autobiographical narratives contribute for the teacher to reflect about his classroom practice, the need to discuss about race and the importance of continuing education regarding racial issues, since the teacher-student interaction in a reflective way is one of the possibilities to combat racism.