AFRICAN AND AMEFRICAN NARRATIVES IN EARLY CHILDHOOD EDUCATION: INTERCULTURALITY, PLAYFULNESS, AND ANTI-RACIST PRACTICES

Abstract

This article investigates how African and Amefrican children's literature narratives strengthen intercultural pedagogical practices in Early Childhood and Elementary Education, focusing on racial equity. Methodologically, it conducts bibliographic and historical research rooted in pedagogical hermeneutics, mapping and cataloging oral and written productions across academic platforms. The study dialogues with the Sociology of Childhood, Anthropology of the Child, decolonial theories, and Intercultural Education. It builds on the understanding that child socialization is shaped by power, knowledge, and identity disputes (Quijano, 2005), and that schools can challenge ethnic-racial inequalities. In this context, storytelling based on African and Amefrican tales stimulates imagination, orality, and a sense of belonging. The study examines two oral tradition fables, highlighting their relevance for developing an anti-racist and inclusive education. It concludes that embedding these narratives into daily school routines enables the reframing of pedagogical practices, while fostering the appreciation of cultural identities and diversity from early childhood.