Relações étnico-raciais na educação infantil: contribuições da teoria das representações sociais

• Ano de defesa: 2019
• Autor(a) principal: Costa, Rosilene Silva Santos da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Educação infantil; Relações raciais; Representações sociais; Racismo; Child education; Racial relations; Social representations; Racism; Educación Infantil; Relaciones raciales; Representaciones sociales; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/18995

This research had the general goal of analyzing the social representations of teachers, managers and pedagogical team of children education about racism and its manifestations in school and how it is faced. The assumed assumption in the thesis is that the racial discrimination manifests itself in early childhood education, including in a quilombola school, and although the pre-school denies its existence, discrimination is a situation known and often experienced by many black children. Moreover, there is a process of invisibility of black children based on the non-recognition of black culture elements and the silencing of black children's bodies, contributing to the maintenance of prejudice and discrimination, which triggered racial inequalities in educational space. The thesis we present here is that the lack of incidence or even the absence of an anti-racist educational program makes it difficult to adopt practices to combat racism, while contributing to prejudiced and discriminatory manifestations in early childhood education. The research was carried out with 04 (four) teachers, 02 (two) managers and 02 (two) technicians of the pedagogical team of a quilombola school located in the community of Paratibe, João Pessoa-PB. It took as its basis the conceptual formulations of race, anchored in social, cultural, political and historical constructions. The theoretical structure that guided the work is based on Social Representation Theory (TRS). In the research we seek to answer the following questions: how are the social representations of teachers, managers, pedagogical team on ethnic-racial discrimination and racism and how do they incorporate themselves into the educational discourses and practices of these professionals in this school? How do teachers, managers and pedagogical staff treat daily the issue of prejudice, racism and ethnic-racial discrimination in early childhood education? How is the mediation of these professionals in children's education under discussion and / or racial ethnic conflicts? The reviews showed that the pedagogical practices developed in the school, faced with the conflicts faced by the black child, are anchored in aspects: racial, social and cultural. They also revealed that the institution's professionals face difficulties in carrying out work that gives greater visibility to black children and treats them with equal rights as white children are treated. It was found that this invisibility of the black child presents itself as an impediment to overcoming the racial discrimination suffered by many of them. This is a social and racial disease, and the role of teachers, managers and pedagogical team goes beyond the pedagogical positioning, also demanding an ideological, critical and political position. Finally, the results point to the paradox that despite all progress in Brazilian legislation, it is still necessary to go a long way in order to have a more just and egalitarian educational system that will lead to antiracist pedagogical actions that contribute to the full experience of citizenship of black children.