Educação das relações étnico-raciais na creche: o espaço-ambiente em foco
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UERJ |
Texto Completo: | http://www.bdtd.uerj.br/handle/1/10277 |
Resumo: | 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 |
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Vasconcellos, Vera Maria Ramos dehttp://lattes.cnpq.br/7924221243065056Carvalho, Ramon Silva dehttp://lattes.cnpq.br/3616889771574400Oliveira, Julvan Moreira dehttp://lattes.cnpq.br/0381026342612680Vieira, José Jairohttp://lattes.cnpq.br/7504208613924588Motta, Flavia Miller Naethehttp://lattes.cnpq.br/5208144781873134http://lattes.cnpq.br/4956528618277716Santos, Aretusa2021-01-05T21:42:54Z2019-01-102018-02-28SANTOS, Aretusa. Educação das relações étnico-raciais na creche: o espaço-ambiente em foco. 2018. 232 f. Tese (Doutorado em Educação) - Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2018.http://www.bdtd.uerj.br/handle/1/10277This 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 thesisEsta tese teve por objetivo compreender como ocorre a educação das relações étnico-raciais em uma creche pública do município de Juiz de Fora/MG, a partir da leitura das marcas visíveis e invisíveis existentes naquele espaço-ambiente. Parte-se do pressuposto que a educação das crianças incluindo as questões das relações étnico-raciais é um princípio constitucional que envolve o direito à vida saudável e ao estabelecimento de relações positivas e afirmativas da pessoa humana consigo mesmo e com os outros desde o início de suas vivências. O documento norteador desta pesquisa foi as Diretrizes Curriculares Nacionais para a Educação das Relações Étnico-raciais e para o Ensino de História e Cultura Africana e Afro-brasileira DCNERER (BRASIL, 2004), posta em interlocução com as teses e dissertações produzidas na interface relações étnico-raciais e educação infantil, entre os anos de 2003 a 2016. Foram analisados os portfolios da creche, dos anos anteriores à pesquisa e observadas as fotografias, imagens, cartazes, literaturas presentes naquele espaço-ambiente. A pesquisa privilegiou a análise das práticas de cuidado e educação de bebês e crianças, de até 03 anos de idade, ressignificadas nos diálogos construídos em três encontros reflexivos coordenados pela pesquisadora. Os resultados da investigação apontam modos como a educação das relações étnico-raciais na primeiríssima infância podem ser desenvolvidos, em espaços de formação continuada sensíveis à importância deste tema para o desenvolvimento pessoal e formação de identidade de crianças brancas e negras. A pesquisa enfatizou também a relação creche - família e a responsabilidade partilhada de oportunizar a construção de autoimagens positivas, de valorização dos fenótipos da população negra, em especial, cor de pele e cabelo. A instituição parceira se mostrou sensível a tal fato e procurou desenvolver ações numa perspectiva de igualdade étnico-racial, construindo o que pode ser denominado de áreas moles e áreas duras de educação das relações étnico-raciais. O trabalho tem por referencial teórico a perspectiva sócio-histórico-cultural de Lev Vigostki (2007), segundo a qual as relações humanas são históricas e socialmente situadas, bem como nos estudos sobre as relações étnico-raciais que compreendem a educação institucional como parte integrante dos processos históricos de construção das desigualdades étnico-raciais, e, por conseguinte, parte fundamental da construção da igualdade étnico-racial que na realidade brasileira, ainda não se efetivou. O conceito de pedagogia das ausências e emergências proposto por Gomes (2011) e colonialidade do poder de Quijano (2010), são alguns argumentos chaves desta teseSubmitted by Boris Flegr (boris@uerj.br) on 2021-01-05T21:42:54Z No. of bitstreams: 1 Tese_Aretusa Santos.pdf: 4936928 bytes, checksum: 4fb009290eff13e0204c11baff9c8fdc (MD5)Made available in DSpace on 2021-01-05T21:42:54Z (GMT). No. of bitstreams: 1 Tese_Aretusa Santos.pdf: 4936928 bytes, checksum: 4fb009290eff13e0204c11baff9c8fdc (MD5) Previous issue date: 2018-02-28Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação em EducaçãoUERJBRCentro de Educação e Humanidades::Faculdade de EducaçãoEthnic-racial relationsDaycare CenterEnvironmentColoniality of powerPedagogy of absencePedagogy of emergenceRelações étnico-raciaisEspaço-ambienteColonialidade do poderPedagogia das ausênciasPedagogia das emergênciasEducação de crianças - Juiz de Fora (MG)CrechesRelações humanasCNPQ::CIENCIAS HUMANAS::EDUCACAOEducação das relações étnico-raciais na creche: o espaço-ambiente em focoEducation of ethnic-racial relations in daycare center: the environment in focusinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UERJinstname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJORIGINALTese_Aretusa Santos.pdfapplication/pdf4936928http://www.bdtd.uerj.br/bitstream/1/10277/1/Tese_Aretusa+Santos.pdf4fb009290eff13e0204c11baff9c8fdcMD511/102772024-02-27 12:43:26.392oai:www.bdtd.uerj.br:1/10277Biblioteca Digital de Teses e Dissertaçõeshttp://www.bdtd.uerj.br/PUBhttps://www.bdtd.uerj.br:8443/oai/requestbdtd.suporte@uerj.bropendoar:29032024-02-27T15:43:26Biblioteca Digital de Teses e Dissertações da UERJ - Universidade do Estado do Rio de Janeiro (UERJ)false |
dc.title.por.fl_str_mv |
Educação das relações étnico-raciais na creche: o espaço-ambiente em foco |
dc.title.alternative.eng.fl_str_mv |
Education of ethnic-racial relations in daycare center: the environment in focus |
title |
Educação das relações étnico-raciais na creche: o espaço-ambiente em foco |
spellingShingle |
Educação das relações étnico-raciais na creche: o espaço-ambiente em foco Santos, Aretusa Ethnic-racial relations Daycare Center Environment Coloniality of power Pedagogy of absence Pedagogy of emergence Relações étnico-raciais Espaço-ambiente Colonialidade do poder Pedagogia das ausências Pedagogia das emergências Educação de crianças - Juiz de Fora (MG) Creches Relações humanas CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Educação das relações étnico-raciais na creche: o espaço-ambiente em foco |
title_full |
Educação das relações étnico-raciais na creche: o espaço-ambiente em foco |
title_fullStr |
Educação das relações étnico-raciais na creche: o espaço-ambiente em foco |
title_full_unstemmed |
Educação das relações étnico-raciais na creche: o espaço-ambiente em foco |
title_sort |
Educação das relações étnico-raciais na creche: o espaço-ambiente em foco |
author |
Santos, Aretusa |
author_facet |
Santos, Aretusa |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Vasconcellos, Vera Maria Ramos de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7924221243065056 |
dc.contributor.referee1.fl_str_mv |
Carvalho, Ramon Silva de |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/3616889771574400 |
dc.contributor.referee2.fl_str_mv |
Oliveira, Julvan Moreira de |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/0381026342612680 |
dc.contributor.referee3.fl_str_mv |
Vieira, José Jairo |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/7504208613924588 |
dc.contributor.referee4.fl_str_mv |
Motta, Flavia Miller Naethe |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/5208144781873134 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4956528618277716 |
dc.contributor.author.fl_str_mv |
Santos, Aretusa |
contributor_str_mv |
Vasconcellos, Vera Maria Ramos de Carvalho, Ramon Silva de Oliveira, Julvan Moreira de Vieira, José Jairo Motta, Flavia Miller Naethe |
dc.subject.eng.fl_str_mv |
Ethnic-racial relations Daycare Center Environment Coloniality of power Pedagogy of absence Pedagogy of emergence |
topic |
Ethnic-racial relations Daycare Center Environment Coloniality of power Pedagogy of absence Pedagogy of emergence Relações étnico-raciais Espaço-ambiente Colonialidade do poder Pedagogia das ausências Pedagogia das emergências Educação de crianças - Juiz de Fora (MG) Creches Relações humanas CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.por.fl_str_mv |
Relações étnico-raciais Espaço-ambiente Colonialidade do poder Pedagogia das ausências Pedagogia das emergências Educação de crianças - Juiz de Fora (MG) Creches Relações humanas |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
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 |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-02-28 |
dc.date.available.fl_str_mv |
2019-01-10 |
dc.date.accessioned.fl_str_mv |
2021-01-05T21:42:54Z |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
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SANTOS, Aretusa. Educação das relações étnico-raciais na creche: o espaço-ambiente em foco. 2018. 232 f. Tese (Doutorado em Educação) - Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2018. |
dc.identifier.uri.fl_str_mv |
http://www.bdtd.uerj.br/handle/1/10277 |
identifier_str_mv |
SANTOS, Aretusa. Educação das relações étnico-raciais na creche: o espaço-ambiente em foco. 2018. 232 f. Tese (Doutorado em Educação) - Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2018. |
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http://www.bdtd.uerj.br/handle/1/10277 |
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por |
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Universidade do Estado do Rio de Janeiro |
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UERJ |
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BR |
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Centro de Educação e Humanidades::Faculdade de Educação |
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Universidade do Estado do Rio de Janeiro |
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