Analisa as contribuições e as lacunas que a formação inicial do curso de bacharelado em Educação Física da Universidade Federal do Espírito Santo (Ufes) apresenta para a mediação pedagógica com crianças em tratamento oncológico, com ênfase nas experiências vivenciadas por um estagiário no Projeto de Extensão Brincar é o Melhor Remédio (PBMR). Trata-se de um relato de experiência que reflete os processos de formação profissional em diálogo com as ementas e os objetivos de componentes curriculares do referido curso correlatos ao tema. Conclui-se que algumas unidades curriculares oferecem suporte teórico-metodológico para a mediação pedagógica com o público-alvo deste estudo, contudo, as concepções de infâncias e de jogos/brincadeiras podem ser ampliadas para melhor contemplar as subjetividades, as agências e as produções culturais das crianças.

This article has as purpose the analysis of the arts of doing the Education on Ethnic-Racial Relations (ERER) related to the faculty members under continuous training working with Child Education in the city of Vitória/ES. It is a Collaborative Research-Action, which uses as sources the documents produced during the formation process. These documents are derived from the activities performed in virtual environment and from reflexive texts written by teachers, published as books. Through collective reflections, the faculty members could develop diverse ways to approach ERER, using folk dances and African and Afro-Brazilian literature in order to achieve their goals. As a result, it was identified that teachers make use of different languages during their pedagogical mediations, acknowledge and value the children’s main role in the practices implemented by ERER. In conclusion, regarding the arts of teaching ERER, the faculty members were engaged with the Children’s Education curricular dynamic itself, which is not organized in a disciplinary way, and having the presence of childhood conception in the guidance documents that search for avoiding children to be in an invisible social condition, recognizing them as active subjects in their learning and developing processes.