Representações docentes sobre educação para as relações étnico-raciais em um CMEI de Goiânia: entre a teoria e práxis
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2015-10-21
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Universidade Federal de Goiás
Resumo
This study, enrolled in the search line School Practice and Knowledge Application, had as its
central objective: to understand the professionals of teaching representations of early childhood
education in relation to the educational process of ethnic and race relations, in a Municipal
Center of Goiania. We treat both analyze how to propose growth alternatives in the discussion
regarding the effectiveness of teaching practices possibilities involving ethnic-racial relations in
kindergarten. This study was based on the following specific objectives: approach the
discussions for the education of ethnic-racial relations in early childhood education from the
perspective of human rights; understand the fundamentals of education for racial ethnic
relations in the context of research; investigate how the elements that constitute the identity of
reverberate professionals in their pedagogical practices with respect to education for ethnicracial
relations of children in its educational context. This case study has provided us with the
all of the elements that constitute the identities of professions as well as possibilities in the
perception of the senses and meanings that involve teaching practice from the perspective of
the subjects participating in the research. These senses and meanings were linked articulately to
the historical and socio-cultural context which they operate. As for the instruments and
procedures we use, they document, analyze, and carry out observations, semi-structured
interviews and questionnaires to listen to the professionals. Our theoretical perspective for the
Education of Racial-Ethnic Relations is based on contributions from Nilma Lino Gomes
(2003.2005, 2006b, 2007, 2011), Kabengele Munanga (1999, 2003, 2005, 2006, 2010) and
Petronilla Beatriz Gonçalves and Silva (2003a, 2006, 2007, 2008). In the field of human rights
contributed studies of authors such as Santos (2009) and Candau (2012). For Early Childhood
Education were utilized Gomes's studies (2006a), Cerisara (2004), Kramer (2003), Rosenberg
(2012) and Sarmento (2003), which also address the training. In this way the systematization of
the results of this work is among of one the purposes we contribute to discussions about the
effectiveness of teaching practices based on the thematic approach covering education for
ethnic-racial relations in everyday childhood education institution, as it is from a systematic
work that ensures they feel actually represented in context and they promise a right to know the cultural elements from every forming hues of Brazilian culture.
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ALVARENGA, Hilda Maria de. Representações docentes sobre educação para as relações étnico-raciais em um CMEI de Goiânia: entre a teoria e práxis. 2015. 161 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2015.