A literatura infantil e a prática formativa na pré- escola: dialogando com questões étnico-raciais e a educação da criança indígena
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2014-09-04
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Universidade Federal de Goiás
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Dissertative This work is part of "Public Policy and Education for Children in Goiás:
history, concepts, projects and practices" project, developed at the Center for Studies
and Research of Children and their Education in Different Contexts - NEPIEC the FE
/ UFG. The aim of this study was analyze teaching practices in Preschool considering
the Children's Literature as training possibility and knowledge about indigenous
peoples to which children have access. The theoretical framework of the research is
the historical-dialectical perspective, considering the need to identify the
determinations of the object under study and understand it from the context and
critical analysis of the problem, since the search interconnects with various issues of
historical, political, economic, social and cultural. Furthermore, with reference to the
path taken by researcher fellow in the production of scientific knowledge and
reflections arising from the confrontation of theory with practice. This work is
structured in three chapters, the first chapter: The Ethnic-racial Education intends to
highlight the issue of ethnic-racial education, highlighting theoretical productions and
some documents that are part of these discussions, such as the Federal Constitution
of 1988, LDB 9394/96, Law 10,639 / 03, the National Curriculum Guidelines of
Indigenous Education. Chapter two: Childhood Education, Literature and Human
Formation: conceptual reflections aims to provide readings as the historical dialectic
perspective on early childhood education and about the literary art and its training
possibilities. In chapter three: The Children's Literature and Formative Practice on
Altamira's Preschools: reflections on indigenous culture, presents the identification of
the context of conducting the research and approaches of teaching practices
considering the purposes of work with children through of Children's Literature. The
results showed that: the readings are performed predominantly in classrooms with
children; There are few books of children's literature considering the amount of
children in the county, the amount is unsatisfactory; children's literature is used by
teachers in order to treat and to facilitate learning content and that there is need for
material in pre-schools to promote education that recognizes and values the Indian
culture.
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SOUSA, C. S. A literatura infantil e a prática formativa na pré- escola: dialogando com questões étnico-raciais e a educação da criança indígena. 2014. 137 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2014.