Relações étnico-raciais na educação infantil na RME/Goiânia: das políticas públicas educacionais às concepções e relatos docentes
Main Author: | |
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Publication Date: | 2019 |
Format: | Master thesis |
Language: | por |
Source: | Repositório Institucional da UFG |
Download full: | http://repositorio.bc.ufg.br/tede/handle/tede/9678 |
Summary: | 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. |
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Lima, Daniela da Costa Britto Pereirahttp://lattes.cnpq.br/2278807353455371Lima, Daniela da Costa Britto PereiraSilva, Altina Abadia daAssis, Lúcia Maria dehttp://lattes.cnpq.br/8624165524797000Rego, Thabyta Lopes2019-06-06T15:52:52Z2019-03-08REGO, Thabyta Lopes. Relações étnico-raciais na educação infantil na RME/Goiânia: das políticas públicas educacionais às concepções e relatos docentes. 2019. 231 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2019.http://repositorio.bc.ufg.br/tede/handle/tede/9678This 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.Este estudo situa-se no campo das políticas educacionais, na linha de pesquisa Estado, Políticas e História da Educação, do Programa de Pós-Graduação da Faculdade de Educação da Universidade Federal de Goiás (PPGE/FE/UFG). Possui como tema a educação das relações étnico-raciais na educação infantil. O objetivo geral foi o de compreender e analisar as repercussões da elaboração e implementação das leis no 10.639/03 e no 11.645/08 nas concepções e ações docentes desenvolvidas em CMEI da RME-Goiânia. Desenvolveu-se uma pesquisa qualitativa de campo realizada por meio de estudo de casos múltiplos. O presente estudo apresenta levantamento bibliográfico sobre o tema e análise de leis e normativas que orientam o trabalho na educação infantil e para a educação das relações étnico-raciais. Foram analisados questionários respondidos por apoios técnico-professores das Coordenadorias Regionais de Educação (CRE) e por grupos de professores das instituições selecionadas, projetos de trabalho, relatórios mensais e PPP das instituições participantes, considerando o período entre 2015 e 2017. O estudo da educação infantil teve como base Corsaro (2011), Sarmento (2008; 2009; 2015) e Vygotsky (1998a; 1998b). O estudo das relações étnico-raciais apresentou como base Guimarães (2008; 2009), Hall (2005; 2011); Munanga (2004; 2008; 2012) e Schwarcz (1993; 2013). O suporte teórico para a análise das políticas públicas educacionais de educação infantil e de relações étnico-raciais fundamentou- se em Howlett, Ramesh e Perl (2013), Immergut (2013), Lima (2013), Lima e Oliveira (2016), Lowi (1964; 1985), e, Streeck e Thelen (2009). O estudo partiu da concepção de infância e de criança inter-relacionadas, e, com potencial transformador; justifica historicamente a situação de subalternização e desigualdade estabelecidas nas relações sociais com as crianças; apresenta fatos históricos que influenciaram as ações de atores e instituições sociais no processo de reconhecimento das crianças como atores sociais e na construção das políticas públicas de educação infantil e de ações afirmativas; relaciona ações afirmativas à justiça social; apresenta análise das concepções dos apoios técnico-professores e dos docentes evidenciadas nos questionários e as concepções de cada instituição a partir das PPP e análise das tendências das práticas pedagógicas registradas nos relatórios mensais, quando se estabeleceu relações com as concepções dos docentes. Nas considerações finais foram apresentados aspectos que mostram processos diversificados de implementação das leis 10.639/03 e no 11.645/08, fatores dificultadores para essa implementação, possibilidades formativas para os profissionais e de aspectos a serem ampliados nas práticas pedagógicas. As concepções e os relatos das ações docentes analisados nesta pesquisa revelaram, dentre outros aspectos: que a implementação das leis tem acontecido em maior ou menor profundidade a depender do envolvimento do coletivo de profissionais em cada instituição; que há profissionais que possuem conhecimento teórico acerca do tema e outros que ainda não aprofundaram seus estudos sobre a educação das relações étnico-raciais; a necessidade de investimento do Estado em processos formativos sobre a temática nos cursos de formação inicial e continuada e em condições materiais específicas para o trabalho dessa natureza.Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2019-06-06T14:51:20Z No. of bitstreams: 2 Dissertação - Thabyta Lopes Rego - 2019.pdf: 2635297 bytes, checksum: 140b2b083ab73ea2a67d63f11c79f79c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2019-06-06T15:52:52Z (GMT) No. of bitstreams: 2 Dissertação - Thabyta Lopes Rego - 2019.pdf: 2635297 bytes, checksum: 140b2b083ab73ea2a67d63f11c79f79c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2019-06-06T15:52:52Z (GMT). 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dc.title.eng.fl_str_mv |
Relações étnico-raciais na educação infantil na RME/Goiânia: das políticas públicas educacionais às concepções e relatos docentes |
dc.title.alternative.eng.fl_str_mv |
Education of ethnic racial relations in early childhood education at MEN-Goiânia: from educational public policies to teachers`s conceptions and reports |
title |
Relações étnico-raciais na educação infantil na RME/Goiânia: das políticas públicas educacionais às concepções e relatos docentes |
spellingShingle |
Relações étnico-raciais na educação infantil na RME/Goiânia: das políticas públicas educacionais às concepções e relatos docentes Rego, Thabyta Lopes 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 |
title_short |
Relações étnico-raciais na educação infantil na RME/Goiânia: das políticas públicas educacionais às concepções e relatos docentes |
title_full |
Relações étnico-raciais na educação infantil na RME/Goiânia: das políticas públicas educacionais às concepções e relatos docentes |
title_fullStr |
Relações étnico-raciais na educação infantil na RME/Goiânia: das políticas públicas educacionais às concepções e relatos docentes |
title_full_unstemmed |
Relações étnico-raciais na educação infantil na RME/Goiânia: das políticas públicas educacionais às concepções e relatos docentes |
title_sort |
Relações étnico-raciais na educação infantil na RME/Goiânia: das políticas públicas educacionais às concepções e relatos docentes |
author |
Rego, Thabyta Lopes |
author_facet |
Rego, Thabyta Lopes |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Lima, Daniela da Costa Britto Pereira |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2278807353455371 |
dc.contributor.referee1.fl_str_mv |
Lima, Daniela da Costa Britto Pereira |
dc.contributor.referee2.fl_str_mv |
Silva, Altina Abadia da |
dc.contributor.referee3.fl_str_mv |
Assis, Lúcia Maria de |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8624165524797000 |
dc.contributor.author.fl_str_mv |
Rego, Thabyta Lopes |
contributor_str_mv |
Lima, Daniela da Costa Britto Pereira Lima, Daniela da Costa Britto Pereira Silva, Altina Abadia da Assis, Lúcia Maria de |
dc.subject.por.fl_str_mv |
Política pública Relações étnico-raciais Educação infantil Rede Municipal de Educação (RME) de Goiânia/Goiás Concepções e fazeres docentes |
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 |
dc.subject.eng.fl_str_mv |
Public policies Ethnic racial relations Early childhood education Municipal Education Network (MEN) of Goiânia/Goiás Conceptions and teachers’ practices |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
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. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-06-06T15:52:52Z |
dc.date.issued.fl_str_mv |
2019-03-08 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
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REGO, Thabyta Lopes. Relações étnico-raciais na educação infantil na RME/Goiânia: das políticas públicas educacionais às concepções e relatos docentes. 2019. 231 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2019. |
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REGO, Thabyta Lopes. Relações étnico-raciais na educação infantil na RME/Goiânia: das políticas públicas educacionais às concepções e relatos docentes. 2019. 231 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2019. |
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