Questões étnico-raciais na educação infantil: entre saberes e experiências de professoras em um município no sul de Minas Gerais

• Ano de defesa: 2022
• Autor(a) principal: Silva, Alysson dos Anjos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Lavras; Programa de Pós-Graduação em Educação; UFLA; brasil; Departamento de Educação
• Palavras-chave em Português: Desigualdade étnico-raciais; Educação infantil; Saberes docentes; Práticas pedagógicas; Ethnic-racial inequality; Child education; Teaching knowledge; Pedagogical practices; Educação
• Link de acesso: http://repositorio.ufla.br/jspui/handle/1/49679

This research aims to understand how early childhood teachers in a municipality in the south of Minas Gerais understand, develop practices and have knowledge about ethnic-racial inequalities. To approach these issues, I investigated more specifically what the surveyed teachers know about working with this issue in the educational context and what relevance they attribute to it. In addition, I investigated whether the teachers have already developed some systematic intervention on the subject, whether they have encountered challenges and what are the possible successful experiences. To this end, I was methodologically guided by the interviews-narratives, in order to access the subjectivity experiences of the researched subjects. In view of this, researching the ethnic-racial theme in the school context can be justified by the existence of laws that represent a conception of education committed to black and black Brazilian women and the sociocultural knowledge that everyone should have access to, coming from these subjects that mark our history and construction of the country. Law 10,639/2003, in turn, says that the development of pedagogical practices that contemplate Afro-Brazilian and African Culture and History in all basic education is mandatory (BRASIL, 2003). As well as the importance of legal recognition, which legitimizes the knowledge of the productions of black men and women in our society, authors such as Cavalleiro (2009), Munanga (2005) and Gomes (2014) present ways and possibilities for us to build an anti-racist education that contribute to a positive image of blackness from childhood. Finally, we hope to have contributed to the debate, so that the systematized work with the ethnic-racial theme is effectively developed in the investigated educational institutions.