Prejudice and child education: the genesis of segregationist behaviors in early childhood

Abstract

This paper presents notes about the formation of segregation behaviors at preschool age, its roots and motivations, based on bibliographic research. In this study, data on the behavior of children of preschool age are presented, which can help the understanding of their parameters in behavioral formation and in the establishment of concepts. It is concluded that prejudice is not innate, pointing out the importance of mediation by educators in certain situations of school routine, directing relationships to prevent the natural groups of humanity, in the search for their peers, from becoming instruments of prejudiced action among students. The final analysis also points to the need for respectful mediation by adults in the relationships between children in the Early Childhood Education period, as they still move towards autonomy, as is typical of childhood, and caregivers represent a bridge with the world outside the school.