Early Childhood Education is the space where children begin to interact with each other more closely and frequently, a crucial moment for the formation and (re)construction of their identities. The school, reflecting the society in which it is embedded, is not exempt from social issues. In this context, the present qualitative research aims to investigate how Black boys construct and express their racial and gender identities in Early Childhood Education, and what meanings are attributed to these bodies within the school environment. Specific objectives include observing and understanding how Black boys aged 5 and 6 experience their racial and gender identities in the school context; identifying the meanings attributed to these bodies by the school community; and listening to the children themselves through participatory observation and dialogues about belonging and racial identity, mediating with readings of Black-Brazilian children’s literature to create scenarios for expression and reflection. The research is grounded in decolonial and counter-colonial epistemologies, challenging the centrality of Eurocentric culture and highlighting indigenous epistemologies. It also draws on studies of Black identities and childhood masculinities, in light of the New Social Studies of Childhood. The ethnographic approach will enable detailed field investigation in an Early Childhood Education institution in Recife, allowing direct engagement and listening to Black boys in their daily interactions. Data construction and analysis will be conducted through ethnography with children and content analysis, respectively.