Educação para as relações étnico-raciais e infância: contribuições para a formação de professores da educação infantil no curso de Pedagogia

• Autor(a) principal: Ribeiro, Núbia Souza Barbosa
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/0013000003rwq
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/11830
• topic: Relações étnico-raciais; Educação Infantil; Formação de professore/as; Curso de Pedagogia; Ethnic-racial relations; kindergarten; Teacher training; Pedagogy course; Pedagogy students; CIENCIAS HUMANAS::EDUCACAO

This dissertation was developed in the Graduate Program in Education of the Faculty of Education of the Federal University of Goiás, in the research line "Training, teacher professionalization, educational practices", linked to the Center for Studies and Research on Childhood and its Education in Different Contexts (Nepiec). The research analyzed and reflected on education for ethnic-racial relations and childhood, having as object of this research the students of the Pedagogy Course at FE/UFG. It is highlighted as a central problem of the research what conceptions the students of the Pedagogy course have about ethnic-racial relations and whether these conceptions (or lack of conception) maintain relationships with the training process in the course and/or depend exclusively on experiences constituted in other contexts of life. As a general objective of this research, the aim was to know, analyze and understand the process of appropriation of knowledge about ethnic-racial relations and the conceptions that the students of the Pedagogy course reveal (or silence), considering personal and their trajectories. The specific objectives are: to discuss the process of historical-social consolidation of the debate on racial issues and their legal and cultural implications; analyze and problematize the formation of teacher(s) of kindergarten at higher level, in Pedagogy courses; analyze and understand the process of appropriation of knowledge about ethnic-racial relations in childhood, and analyze the proposal of the Pedagogy course at FE/UFG, highlighting the training possibilities for the assumption of ERER debates and concepts. The theoretical body of this work is referenced, above all, by the arguments of: Rosemberg (1998), Moura (1994; 1992), Fernandes (2008) and Santos (2005), to think about education for ethnic-racial relations and the history of struggles and demands of the black movement; and Brzezinski (1996), Freitas (2002; 2007), Martins (2007) and Charlot (2014), to reflect on the Pedagogy course and the training of teachers. The investigation and exposure process was based on the historical-dialectical materialist method (MARX, 2003; 2017; BARBOSA, 1997; 2006). The research and exhibition process was guided by a qualitative methodological perspective. Therefore, a bibliographical survey was carried out, seeking to understand the studies and researches about ethnic-racial relations, with a focus on childhood and initial teacher education and in Pedagogy courses. The investigation also included the empirical stage of the research, in which a questionnaire was built and proposed to students in the Pedagogy course at the Faculty of Education (UFG). Posteriorly, pre-structured interviews were carried out in order to understand the conceptions of ERER, on which their pedagogical practices will be based