Práticas fortalecedoras da autoestima das crianças pretas: Coletânea de atividades para educação infantil
I tiakina i:
| Kaituhi matua: | |
|---|---|
| Rā whakaputa: | 2025 |
| Hōputu: | Master thesis |
| Reo: | por |
| Puna: | Repositório Institucional da UFG |
| Download full: | http://repositorio.bc.ufg.br/tede/handle/tede/14366 |
Whakarāpopototanga: | Racism in childhood has a negative impact on the subjectivity, development and learning of children in Early Childhood Education classes. One of the major problems is the invisibility of racist practices in this school environment, permeating games, toys, and racist attitudes subtly disguised by adults and imitated by children, leading to the neglect of the emotional needs of black children. Thus, this dissertation contemplates the path and results of the research “Pedagogical practices that strengthen the self-esteem of black children” as a contribution to identity formation and the positive acquisition of self-concept. The objective of this research was to provide practices that strengthen the self-esteem of black children that allow children to build their identity in early childhood education by relating to others with otherness and respecting their history. The theoretical frameworks used offered a valuable theoretical and critical contribution: Almeida (2018), Munanga (2005), bell hooks (2002), Gomes (2012), Cavalleiro (2001). The curricular documents, as legal support for the research, will be the DCNEIs for the education of ethnic-racial relations (2004), the BNCC (2017), Paths opened by Federal Law No. 10.639/03, among others. Initially, we carried out a data survey through documentary analysis. The research was carried out during the Stricto Sensu Professional Master's Degree of the Postgraduate Program in Teaching in Basic Education of the Center for Teaching and Research Applied to Education (CEPAE) of the Federal University of Goiás (UFG) in a Municipal Center for Early Childhood Education (CMEI). Initially, data collection was carried out through document analysis of the CMEI, such as observation of the Political Pedagogical Project, discussion groups with CMEI employees, families and children explaining the relevance of the research. In the second stage, a set of didactic practices that strengthened the self-esteem of black children was researched and developed, such as storytelling, games, discussion groups, videos and activities that promoted the positive construction of each child's racial belonging, etc. In the third stage, the educational product of this study was developed, which consisted of a collection of activities entitled “Practices that strengthen self-esteem and promote racial equality among children in early childhood education, with the entire intervention process that was proposed in a class of 5-year-old children in early childhood education. The results observed in the research based on the interactions, reports and analysis of the practices developed point to the positive construction of the children's identity, contributing to the appreciation of their history and consolidation of their self-esteem. It is hoped that this research will contribute to the inspiration of new and diverse practices that value the diversity of children, so that all of them feel represented and belong in the school space. |
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