Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Fraga, Rita de Cássia Marques dos Santos
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| Orientador(a): |
Sanches, Emília Maria Bezerra Cipriano Castro |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/23111
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Resumo: |
In Brazil, racism is culturally and historically present in several spheres of society and it is, sometimes, silenced and practised in a covert way, promoting the construction of a stigmatized identity, with low self-esteem in black people, who since early childhood go through rejections and discriminatory situations. Considering this problem, this research aims to analyse to what extent continuing education contributes to the childhood education teachers so they can deal with racial differences in the quality area of a Centro de Educação Infantil (CEI) [Childhood Educational Center], from the formative contributions developed in Projeto Especial de Ação (PEA) [Special Project of Action], about the pedagogical work involving ethnic-racial matters. To understand that formative process and its contributions, we aim to investigate what has changed in teachers after continuing education about this theme and see if, from the teacher’s point of view, there has been significant change in their professional practice. The study was developed based on the Qualitative approach, made with teachers from Centro de Educação Infantil [Childhood Educational Center] in the east region of the city of São Paulo. The subjects of this research are teachers who work with children from zero to three years old and who have gone through a formative experience about ethnic-racial diversity, developed in Projeto Especial de Ação (PEA) [Special Project of Action], in 2017 and 2018. With the studies on correlative research, it was possible to draw a very coherent route and the studies pointed out an incisive and reliable theoretical reference, which led this research to be based on theories about: construction of identity, racial matters in the school environment of childhood education, construction of identity in ethnic-racial diversity and the silence that descends before racist attitudes. Apart from the theories that show affectivity as a structural base in human being construction and the studies which are about the importance of continuing education which brings the possibility of changing a professional’s life. Analysing the excerpt, the information indicates that before accessing that knowledge, the teachers felt uncomfortable and unprepared to comment or discuss about racial matters in the school environment. Part of this difficulty came from lack of knowledge of the topic to develop arguments or from apprehension over being misinterpreted by other people. We also identified the teachers considered that education an excellent contribution to their reflections upon this theme, because they could see racist situations more clearly and how racism is shown in social contexts, mainly in the school environment. Furthermore, it was evidenced that continuing education, to achieve its goals, there should be some refinement in its structure as amplitude and depth in the content, bringing good relationship between theory and practice |
