“RAÇA”, GÊNERO E GERAÇÃO: CATEGORIAS INDISSOCIÁVEIS NO PROCESSO FORMATIVO

• Ano de defesa: 2021
• Autor(a) principal: DAYANE SOUZA NOGUEIRA DA SILVA PIMENTEL
• Orientador(a): Christian Muleka Mwewa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: Relações “raciais”, de gênero e geracionais. Práticas Pedagógicas. Formação
• Link de acesso: https://repositorio.ufms.br/handle/123456789/4019

This dissertation discusses the “racial”, gender and generational perceptions in the training context of (the) students of the pedagogy course at the Federal University of Mato Grosso do Sul, Três Lagoas Campus. The study sought to understand if specific disciplines around the topic addressed are fundamental and can make a difference in the training of professionals who will work in early childhood education. The methodology used was research with a qualitative and quantitative approach of ethnographic nature. For this purpose, we used research forms applied to students from the first to the last year of the CPTL/UMFS Pedagogy course in 2019 in the city of Três Lagoas as a methodological instrument. Thus, we had in mind the need to dialogue with authors from Critical Theory, Cultural Studies and Childhood Sociology to provide theoretical support and foster discussions throughout this work. The results indicate that all four groups addressed are involved in academic discussions, which gives them the opportunity to (re)evaluate their concepts, as disciplines that foster discussions regarding ethnic, "racial" and cultural issues they can significantly contribute to the formation of future pedagogues in fostering a society in the process of solving its structural discriminations. Through the analysis undertaken, I emphasize the possibility of overcoming the limitations of future pedagogues, such as the lack of (in)training on the part of professionals in the field of early childhood education and this reflects in the formative context of early childhood education. On the other hand, the existence of the compulsory subject “Ethnic-Racial Relations and Education” in the Pedagogy course may have fostered the recognition of this lack as an important step for future teachers to raise awareness of the importance of relationships “racial”, gender and generational groups.