This piece of research is an ethnographic study conducted with children from the outskirts of Rio de Janeiro and Angolan and Congolese migrant children who attend the Children s Development Center. The objectives are to investigate social relations dynamics between children, understanding how they deal with differences, their curiosity about other cultures, as well as the existence of racial tensions. In this context, it is through things, music, drawings, dance, photography, literature, tastes and consumption that we seek to understand the children s point of view (Gell, 2014). The theoretical premise adopted, among others, is the concept of experience-near, used to reflect on what children say about race, their hair, their appearance and difference, as well as the concept of experience-distant, used to understand race and racism based on children’s local knowledge. Children use toys to symbolize, imagine and fantasize. The realm of play is a very serious matter, mainly because it is through toys that children create representations of reality. Things make us the people we are, that is, they transform us, provoke distinctions and form groups. We can go so far as to say that together with things we become who we are. According to Miller (2013), this is the theory that will shape the idea that objects make us as part of the process by which we make them. Children create a world that functions within their rules and ways of organizing themselves. In this research, following our theoretical framework, consumption is taken as a creative and transgressive movement, through which subjects grant unexpected meanings to goods through the uses they make of them. For Mizhari (2018), consumption is a creative and transgressive movement, through which subjects grant unforeseen meanings to goods through the uses they make of them. Consumption is, thus, also an input that enables the production of styles and the materialization of tastes. Therefore, objects are not separate from social processes. Furthermore, the object world guides ways of living, communicating and dressing, and its attribution of meanings is shared by groups. We conclude that there is production of of racial tensions among children in Early Childhood Education. As the data from the research field showed, there is a logic among children in games that are constructed along racialized paths. With children, differences emerge and are negotiated through playthings, consumer objects and the formation of tastes, which are creatively developed by those who observe the world, negotiating it in a very serious way. Therefore, it is essential to promote the construction of an anti-racist education that recognizes different childhoods and their different forms of existence.