Relações étnico-raciais na educação infantil na RME/Goiânia: das políticas públicas educacionais às concepções e relatos docentes

• Autor(a) principal: Rego, Thabyta Lopes
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/9678
• topic: Política pública; Relações étnico-raciais; Educação infantil; Rede Municipal de Educação (RME) de Goiânia/Goiás; Concepções e fazeres docentes; Public policies; Ethnic racial relations; Early childhood education; Municipal Education Network (MEN) of Goiânia/Goiás; Conceptions and teachers’ practices; CIENCIAS HUMANAS::EDUCACAO

This study is located in the field of educational policies, in the State, Policies and History of Education line of research, of the post-graduation program of the Faculty of Education from Federal University of Goiás (PGPE-FUG). It’s research issue is the education of ethnic racial relations in early childhood education. The main objective was to understand and analyze the repercussions of the drafting and implementation of the laws n. 10.639/03 and n. 11.645/08 in the teachers’ conceptions and their pedagogical actions developed in MCECE of the MEN-Goiânia. It was developed a qualitative and field research. It was used the multiple cases studies method. This study presents bibliographical and documental survey about the issue and analysis of laws and normatives that guide the work in early childhood education and the education of ethnic racial relations. In the field research the teachers technical support of the Regional Coordination of Education (RCE) and teacher’s groups of the selected institutions replied questionnaires which were analyzed. Project works, monthly reports and PPP of participating institutions made between 2015 and 2017 were also analyzed. The study about early childhood education was based on Corsaro (2011), Sarmento (2008; 2009; 2015) and Vygotsky (1998a; 1998b). The study of education of ethnic racial relations was based on Guimarães (2008; 2009), Hall (2005; 2011); Munanga (2004; 2008; 2012) and Schwarcz (1993; 2013). The technical support to analyze the educational public policies of early childhood education and education of ethnic racial relations was based on Howlett, Ramesh andPerl (2013), Immergut (2013), Lima (2013), Lima and Oliveira (2016), Lowi (1964; 1985), and, Streeck and Thelen (2009). The study started from the interrelated principles of childhood and child which comprehend the children as subjects with transformative potential; it historically justifies condition of the subordination and inequality established in the social relations with children; it presents historical facts that influenced the actions of actors and social institutions in the process of recognition of children as social actors in the developing of public policies for early childhood education and for affirmative actions; it relates affirmative actions to social justice; it presents analysis of the conceptions of teachers technical support and the teaching staff that were evidenced by the answers of the questionnaires; it also presents analysis of the conceptions in each institution by the PPP and analysis of the pedagogical practice tendencies and teachers conceptions that were registered in monthly reports. In the final considerations were presented aspects that shows diverse implementation processes of the laws n. 10.639/03 and n. 11.645/08, awkward aspects to this implementation, formative opportunities for the teachers and the aspects of the pedagogical practices which may be broadened. The conceptions and the reports of teachers actions analyzed in this research revealed, among others aspects: that the implementation of the laws has been happening greater or lower depth depending on the collective involvement of the professionals in each institution; that there are professionals which have theoretical knowledge about the topic and there are professionals which still didn’t go deep into the studies about education of ethnic racial relations; the necessity of state investments in formation processes about the theme in the graduation courses and continuous formation and in specific material resources for this work.