Datas comemorativas e o curr?culo da educa??o infantil: Reflex?es sobre pedagogias decolonizadoras e rela??es ?tnico-raciais

• Autor(a) principal: Saitu, Cec?lia de Campos
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRRJ
• Texto Completo: https://tede.ufrrj.br/jspui/handle/jspui/4280
• topic: curr?culo; educa??o infantil; rela??es ?tnico-raciais; curriculum; Early Childhood Education; ethnic-racial relations; Educa??o

The present work proposes the discussion about the way in which the Early Childhood Education institutions (in this case, specifically, the public ones in the Rio de Janeiro) have their curricular practices related to commemorative dates, in their majority, those of religious-Christian, civic or associated to a mononuclear patriarchal family model. In light of this reflection, the main question arises as to the reasons for the presence of certain commemorative dates in the curricular practices of Early Childhood Education and to understand what consequences they may have in the formation of these children, who are living their first social experiences outside the family context. After all, what cultures are represented and valued in these practices? Do all subjects (educators and students) identify with the cultural manifestations present in the school and can express themselves freely in front of them? Is ethnic, racial, cultural and religious diversity respected in this context? After all, how do you draw the guidelines of official documents on the curriculum of early childhood education? The questions posed in this paper are still related to the curricular conceptions of teachers and institutions of Early Childhood Education, considering that there are many lines to investigate between the official curriculum and that practiced in school everyday. They are also related to a reflection about which culture is accepted and valued within the formal educational space. In order to discuss the issues raised here, the paper will theoretically support the historical perspective of the construction of the idea of childhood and an education for the young children in Brazil, as well as the concepts of curriculum, coloniality and epistemic racism.