Educação das relações étnico-raciais na creche: o espaço-ambiente em foco

Abstract

This thesis aimed at understanding how the education of ethnic-racial relations takes place at a public daycare center in the city of Juiz de Fora/MG, starting from the analysis of visible and invisible aspects in the environment. It is assumed that the education of children encompassing the issues about ethnic-racial relations is a constitutional principle that entails the right to a healthier life and the establishment of positive and affirmative relations of the human person with oneself and with another person from the very beginning of his/her experiences. The main guiding document for the development of this research was the National Curriculum Guidelines for the Education of Ethnic-Racial Relations and for the Teaching of African and Afro-Brazilian History and Culture - DCNERER (BRAZIL, 2004), selected in order to establish a dialogue with the researches at the interface "ethnic-racial relations and early childhood education" developed from 2003 to 2016. The portfolios from the daycare center were analyzed covering the years prior to the research and photographs, images, posters and literature books found in that environment were observed. The research focused the analysis of practices of care and education provided to infants and children up to the age of 03 and new meanings were assigned to those practices during the dialogues constructed in three reflective meetings under the guidance of the researcher. Research results point out ways through which the education of ethnic-racial relations in early infancy would be developed in places of continuing training assessed as sensitive to the importance of this issue for personal development and identity formation of both black and white children. The research also highlighted the relationship family-daycare center and shared responsibility for building positive self-images, recognizing the values of phenotypes of black people, in particular skin and hair color. The partner institution for this research was sensitive to such fact and sought to develop actions assuming a perspective on ethno-racial equality, establishing what is labeled soft areas and hard areas of ethnic and racial relations education (Sansone, 1996). The work is based on the socio-historical-cultural perspective of Lev Vigostki (2007), in which human relations are historically and socially situated, as well as in studies on ethnic-racial relations that evaluate institutional education as both an integral part of the historical processes of the construction of ethnic-racial inequalities and therefore an essential part of the construction of ethnic-racial equality that has not yet been reached in Brazilian context. The concepts of pedagogy of absence and emergence proposed by Gomes (2011) and coloniality of power (Quijano, 2010) are some key arguments in this thesis