Os desafios de uma educação para a diversidade étnico-racial: uma experiência de pesquisa-ação

• Ano de defesa: 2013
• Autor(a) principal: Costa, Marcelle Arruda Cabral
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: www.teses.ufc.br
• Palavras-chave em Português: Childhood education; Teaching formation; Educação de crianças - Fortaleza(CE) - Estudos interculturais; Cultura afro-brasileira - Estudo e ensino - Fortaleza(CE); Antirracismo – Fortaleza(CE); Professores – Educação(Educação permanente) – Fortaleza(CE)
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/7654

This essay has as purpose investigates the challenges and possibilities of and education that promotes racial and ethnic equality in childhood education. The cultural studies, the action logics and the social psychology of racism were the theoretical references that analised the problem in focus. The qualitative method used was the “action research”, that was chosen by the collaborative character, allowing the investigation to contributes with the upgrading of the practice. We tried, collectively, to understand the challenges and possibilities existing in an educational construction for ethnic and racial relation in academic everyday, in negotiation with action logics of a childhood educational institution, in Fortaleza-Ceará. The interventional process followed – from planning and assessment – the pedagogic actions directed for ethnic and racial relations in education. The interventional character appeared in the role assumed by the researcher, contributing to the increasing of the group knowledge – sometimes offering materials, sometimes proposing activities that we called “formative means”. The results of this research show that the visited institution sticks an action logic of identity that guides its organization and educational actions, individualizing and overloading the teaching work, and impacting negatively the ethnic and racial relations. This impact is negative because favors the pedagogic action without reflection, when suggests to the teachers that the effort applied in daily activities is more important than the meanings of the own activity. This type of thought hides educational practices full of stereotypes about ethnic and racial relations, and above all produces inequalities. However, the collective action was a possibility to face this challenge. The intervention showed the need of a formation service process that helps the attendance of the challenges being in the everyday of the school, finding solutions to specific problems in which reality. In an unequal society like ours, the myth of racial democracy and skin bleaching have strong appeal – and the school, as a social space doesn´t escape of this phenomenon – it’s essential that the educational formation includes the educator as a person in his own aspects, since this topic involves necessarily discusses identity and power. Between favorable possibilities to an educational process of ethnic and racial relations in childhood education, beyond of collective action and a competent formation service process, some pedagogic actions stood out, especially those ones who capacitated the black protagonists and the multicultural narratives.