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This article aims, from the postcolonial studies, the sociology of race relations, and bibliographic research data on peer cultures, to problematize young children's education in historical and social contexts marked by processes of racialization. It is about disquietudes that arise from the research carried out in a Brazil-Italy transnational context, concerned with understanding the children's place in the debate of citizenship and rights, considering the realities marked by immigration and historical ethnic-racial relations that result in social, cultural, and political phenomena that are built upon social and racial segmentation and segregation. In the Italian context, the article analyzes child education and the challenges that the migratory movement in the last decades have posed to daycare centers and preschools in intercultural terms. In Brazil, the historical trajectory of the construction of a political educational agenda that involves the cultural and ethnic-racial diversity is resumed against the monoculturality, guiding perspectives in the field of interculturality. Based on the analyses, it can be emphasized that the effects of racism are similar between the two countries since they correspond to a form of structuring of the society, but with distinct characteristics in their form of segregation and hierarchization, posing a challenge to the construction of educational practices for children in both countries. [ABSTRACT FROM AUTHOR]