Racismos no contexto formativo: formação cultural e prática docente

• Autor(a) principal: Alves, Leda Maria de Souza
• Data de Publicação: 2023
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFMS
• Texto Completo: https://repositorio.ufms.br/handle/123456789/7814
• topic: Cotidiano e Contexto Escolar; Tensões Étnicas e Raciais"; Formação Cultural

This article is part of the Course Completion Work presented to the board of the Pedagogy-CPTL course at the Federal University of Mato Grosso do Sul under the guidance of professor Doctor Christian Muleka Mwewa. The aim is to reflect, based on the autobiography, on some of the mechanisms of racism in everyday life and in the school context. Do I, as an Early Childhood Education teacher, have the cultural training to deal with this topic? What social aspects influence the formation of racist personality in childhood (Mwewa, 2016). The experience in early childhood education shows different types of prejudices that lead to “racial” discriminations that manifest themselves in an explicit way, if not in a veiled way. The qualitative autobiographical study is based on the author's experiences in order to select passages and/or landscapes in the daily life of the formative context in tension with concepts that refer to classifications and meanings of racist terms. It is believed that by understanding racist mechanisms, paths can be created towards a less unequal and equitable society that takes on anti-racist struggles in all areas, starting with childhood education. We must question our professional performance in order to act ethically in the face of ethnocultural diversity in its various forms of manifestation. The school, in addition to educating, is responsible for taking care (in the sense of self-preservation) of mediations that aim to guarantee the protection and implementation of children's rights beyond adult-centrism.