Educação infantil e relações étnico-raciais: desafios e possibilidades de práticas pedagógicas antirracistas

• Ano de defesa: 2022
• Autor(a) principal: LIMA, Fernanda Alencar
• Orientador(a): SIMÕES, Patrícia Maria Uchôa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural de Pernambuco
• Programa de Pós-Graduação: Programa de Pós-Graduação Associado em Educação, Culturas e Identidades
• Departamento: UFRPE - FUNDAJ
• País: Brasil
• Palavras-chave em Português: Infância; Educação infantil; Relação étnico-racial; Prática pedagógica; Antirracismo
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9019

Social inequality in Brazil reveals itself in the no guarantee of access to basic human rights, one of which is access to quality, public and free education. The discussion regarding the quality of Brazilian education also permeates the debate on racial relations at school, since racism in its different ways impairs access permanence and the process of knowledge related to racial belonging. This research aimed to understand what the perceptions of teachers that work are in Early Childhood Education schools about the construction of anti-racist pedagogical practices. The theoretical perspective adopted based on the New Social Studies of Childhood, which understands childhood as a structural category of society and the child as a social actor, person of rights (SARMENTO, 2005; MARCHI, 2009; PROUT, 2010; QVORTRUP, 2010; ABRAMOWICZ; MORUZZI, 2016), articulated with studies that discuss the education of ethnic-racial relations (CAVALLEIRO, 1998; 2005; BENTO, 2002; GOMES, 2005; 2012; MUNANGA, 1999). The methodology has an essentially qualitative character, and the method used to construct the data was semi-structured interviews with teachers who work in Early Childhood Educations schools in Recife city. Interviews conducted were remotely and the analysis methodology used was Content Analysis. Results indicate that there are continuities in relation to the challenges that make it difficult to implement the education for ethnic-racial relations in Early Childhood Educations institutions, already pointed out in previous studies, such as the lack of specific and in-depth continuing education and the policies aimed at conception of school curriculum, designed for ethnic-racial relations education. In contrast, study also revealed possibilities for advances of education for ethnic-racial relations in Early Childhood Educations schools, by mapping some experiences in the development of projects carried out throughout the school year in this type of education.