Education on ethnic-racial relations in children’s education: the arts of teaching

Detalhes bibliográficos
Autor(a) principal: Bolzan, Érica
Data de Publicação: 2023
Outros Autores: da Silva Mello, André
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Brasileira de Educação do Campo
Texto Completo: https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15785
Resumo: ABSTRACT. This article has as purpose the analysis of the arts of doing the Education on Ethnic-Racial Relations (ERER) related to the faculty members under continuous training working with Child Education in the city of Vitória/ES. It is a Collaborative Research-Action, which uses as sources the documents produced during the formation process. These documents are derived from the activities performed in virtual environment and from reflexive texts written by teachers, published as books. Through collective reflections, the faculty members could develop diverse ways to approach ERER, using folk dances and African and Afro-Brazilian literature in order to achieve their goals. As a result, it was identified that teachers make use of different languages during their pedagogical mediations, acknowledge and value the children’s main role in the practices implemented by ERER. In conclusion, regarding the arts of teaching ERER, the faculty members were engaged with the Children’s Education curricular dynamic itself, which is not organized in a disciplinary way, and having the presence of childhood conception in the guidance documents that search for avoiding children to be in an invisible social condition, recognizing them as active subjects in their learning and developing processes.
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spelling Education on ethnic-racial relations in children’s education: the arts of teachingEducation on ethnic-racial relations in children’s education: the arts of teachingLa educación de las relaciones étnico-raciales en la educación infantil: las artes de hacer docenteEducation on ethnic-racial relations in children’s education: the arts of teachingEducação das relações étnico-raciais na educação infantil: as artes de fazer docentechildren’s educationethnic-racial relationscontinuous trainingarts of doingeducación infantilrelaciones étnico-racialeseducación continuaartes de hacerABSTRACT. This article has as purpose the analysis of the arts of doing the Education on Ethnic-Racial Relations (ERER) related to the faculty members under continuous training working with Child Education in the city of Vitória/ES. It is a Collaborative Research-Action, which uses as sources the documents produced during the formation process. These documents are derived from the activities performed in virtual environment and from reflexive texts written by teachers, published as books. Through collective reflections, the faculty members could develop diverse ways to approach ERER, using folk dances and African and Afro-Brazilian literature in order to achieve their goals. As a result, it was identified that teachers make use of different languages during their pedagogical mediations, acknowledge and value the children’s main role in the practices implemented by ERER. In conclusion, regarding the arts of teaching ERER, the faculty members were engaged with the Children’s Education curricular dynamic itself, which is not organized in a disciplinary way, and having the presence of childhood conception in the guidance documents that search for avoiding children to be in an invisible social condition, recognizing them as active subjects in their learning and developing processes.ABSTRACT. This article has as purpose the analysis of the arts of doing the Education on Ethnic-Racial Relations (ERER) related to the faculty members under continuous training working with Child Education in the city of Vitória/ES. It is a Collaborative Research-Action, which uses as sources the documents produced during the formation process. These documents are derived from the activities performed in virtual environment and from reflexive texts written by teachers, published as books. Through collective reflections, the faculty members could develop diverse ways to approach ERER, using folk dances and African and Afro-Brazilian literature in order to achieve their goals. As a result, it was identified that teachers make use of different languages during their pedagogical mediations, acknowledge and value the children’s main role in the practices implemented by ERER. In conclusion, regarding the arts of teaching ERER, the faculty members were engaged with the Children’s Education curricular dynamic itself, which is not organized in a disciplinary way, and having the presence of childhood conception in the guidance documents that search for avoiding children to be in an invisible social condition, recognizing them as active subjects in their learning and developing processes.El objetivo del artículo es analizar las artes de hacer la Educación en Relaciones Étnico-Raciales (ERER) de docentes en educación continua que actúan en Educación Infantil en Vitória/ES. Es una Investigación-Acción Colaborativa, que utiliza como fuentes documentos producidos durante el proceso de formación. Estos documentos provienen de actividades realizadas en una plataforma virtual y textos reflexivos escritos por profesoras, publicados en forma de libro. A través de reflexiones colectivas, las docentes desarrollaron formas diversificadas de abordar el ERER, utilizando danzas populares y literatura africana y afrobrasileña para alcanzar sus objetivos. Como resultado identificamos que las profesoras se apropian de diferentes lenguajes en sus mediaciones pedagógicas y reconocen y valoran el protagonismo de los niños en las prácticas basadas en la ERER. Se concluye que, en las artes de hacer el ERER, las docentes dialogaron con la dinámica curricular de la Educación Infantil, que no está organizada de forma disciplinaria, y con la concepción de infancia presente en los documentos orientadores, que buscan tomar niños de la condición de invisibilidad social, reconociéndolos como sujetos activos en sus procesos de aprendizaje y desarrollo.ABSTRACT. This article has as purpose the analysis of the arts of doing the Education on Ethnic-Racial Relations (ERER) related to the faculty members under continuous training working with Child Education in the city of Vitória/ES. It is a Collaborative Research-Action, which uses as sources the documents produced during the formation process. These documents are derived from the activities performed in virtual environment and from reflexive texts written by teachers, published as books. Through collective reflections, the faculty members could develop diverse ways to approach ERER, using folk dances and African and Afro-Brazilian literature in order to achieve their goals. As a result, it was identified that teachers make use of different languages during their pedagogical mediations, acknowledge and value the children’s main role in the practices implemented by ERER. In conclusion, regarding the arts of teaching ERER, the faculty members were engaged with the Children’s Education curricular dynamic itself, which is not organized in a disciplinary way, and having the presence of childhood conception in the guidance documents that search for avoiding children to be in an invisible social condition, recognizing them as active subjects in their learning and developing processes.O objetivo do artigo é analisar as artes de fazer a Educação das Relações Étnico-Raciais (ERER) de docentes em formação continuada que atuam na Educação Infantil de Vitória/ES. Trata-se de uma Pesquisa-Ação Colaborativa, que utiliza como fontes os documentos produzidos durante o processo formativo. Esses documentos são provenientes das atividades realizadas em ambiente virtual e dos textos reflexivos escritos pelas professoras, publicados em forma de livro. Por meio de reflexões coletivas, as docentes desenvolveram maneiras diversificadas de abordar a ERER, utilizando as danças populares e a literatura africana e afro-brasileira para o alcance de seus objetivos. Como resultados, identificamos que as professoras se apropriam de diferentes linguagens em suas mediações pedagógicas e reconhecem e valorizam o protagonismo infantil nas práticas pautadas na ERER. Conclui-se que, nas artes de fazer a ERER, as docentes dialogaram com a dinâmica curricular própria da Educação Infantil, que não se organiza de maneira disciplinar, e com a concepção de infância presente nos documentos orientadores, que buscam tirar as crianças da condição de invisibilidade social, reconhecendo-as como sujeitos ativos em seus processos de aprendizagem e de desenvolvimento. Palavras-chave: educação infantil, relações étnico-raciais, formação continuada, artes de fazer.   Education on ethnic-racial relations in children’s education: the arts of teaching                                 ABSTRACT. This article has as purpose the analysis of the arts of doing the Education on Ethnic-Racial Relations (ERER) related to the faculty members under continuous training working with Child Education in the city of Vitória/ES. It is a Collaborative Research-Action, which uses as sources the documents produced during the formation process. These documents are derived from the activities performed in virtual environment and from reflexive texts written by teachers, published as books. Through collective reflections, the faculty members could develop diverse ways to approach ERER, using folk dances and African and Afro-Brazilian literature in order to achieve their goals. As a result, it was identified that teachers make use of different languages during their pedagogical mediations, acknowledge and value the children’s main role in the practices implemented by ERER. In conclusion, regarding the arts of teaching ERER, the faculty members were engaged with the Children’s Education curricular dynamic itself, which is not organized in a disciplinary way, and having the presence of childhood conception in the guidance documents that search for avoiding children to be in an invisible social condition, recognizing them as active subjects in their learning and developing processes. Keywords: children’s education, ethnic-racial relations, continuous training, arts of doing.   La educación de las relaciones étnico-raciales en la educación infantil: las artes de hacer docente RESUMEN. El objetivo del artículo es analizar las artes de hacer la Educación en Relaciones Étnico-Raciales (ERER) de docentes en educación continua que actúan en Educación Infantil en Vitória/ES. Es una Investigación-Acción Colaborativa, que utiliza como fuentes documentos producidos durante el proceso de formación. Estos documentos provienen de actividades realizadas en una plataforma virtual y textos reflexivos escritos por profesoras, publicados en forma de libro. A través de reflexiones colectivas, las docentes desarrollaron formas diversificadas de abordar el ERER, utilizando danzas populares y literatura africana y afrobrasileña para alcanzar sus objetivos. Como resultado identificamos que las profesoras se apropian de diferentes lenguajes en sus mediaciones pedagógicas y reconocen y valoran el protagonismo de los niños en las prácticas basadas en la ERER. Se concluye que, en las artes de hacer el ERER, las docentes dialogaron con la dinámica curricular de la Educación Infantil, que no está organizada de forma disciplinaria, y con la concepción de infancia presente en los documentos orientadores, que buscan tomar niños de la condición de invisibilidad social, reconociéndolos como sujetos activos en sus procesos de aprendizaje y desarrollo. Palabras clave: educación infantil, relaciones étnico-raciales, educación continua, artes de hacer.Universidade Federal do Tocantins2023-05-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/1578510.20873/uft.rbec.e15785Brazilian Journal of Rural Education; Bd. 8 (2023): Publicação Contínua / Continuous Publication; e15785Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15785Revista Brasileña de Educación Rural; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15785Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15785Revista Brasileira de Educação do Campo; v. 8 (2023): Publicação Contínua / Continuous Publication; e157852525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15785/21265https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15785/21266Copyright (c) 2023 Érica Bolzan, André da Silva Mellohttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessBolzan, Éricada Silva Mello, André2023-05-30T18:26:31Zoai:ojs.revista.uft.edu.br:article/15785Revistahttps://sistemas.uft.edu.br/periodicos/index.php/campoPUBhttps://sistemas.uft.edu.br/periodicos/index.php/campo/oaigustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br2525-48632525-4863opendoar:2023-05-30T18:26:31Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false
dc.title.none.fl_str_mv Education on ethnic-racial relations in children’s education: the arts of teaching
Education on ethnic-racial relations in children’s education: the arts of teaching
La educación de las relaciones étnico-raciales en la educación infantil: las artes de hacer docente
Education on ethnic-racial relations in children’s education: the arts of teaching
Educação das relações étnico-raciais na educação infantil: as artes de fazer docente
title Education on ethnic-racial relations in children’s education: the arts of teaching
spellingShingle Education on ethnic-racial relations in children’s education: the arts of teaching
Bolzan, Érica
children’s education
ethnic-racial relations
continuous training
arts of doing
educación infantil
relaciones étnico-raciales
educación continua
artes de hacer
title_short Education on ethnic-racial relations in children’s education: the arts of teaching
title_full Education on ethnic-racial relations in children’s education: the arts of teaching
title_fullStr Education on ethnic-racial relations in children’s education: the arts of teaching
title_full_unstemmed Education on ethnic-racial relations in children’s education: the arts of teaching
title_sort Education on ethnic-racial relations in children’s education: the arts of teaching
author Bolzan, Érica
author_facet Bolzan, Érica
da Silva Mello, André
author_role author
author2 da Silva Mello, André
author2_role author
dc.contributor.author.fl_str_mv Bolzan, Érica
da Silva Mello, André
dc.subject.por.fl_str_mv children’s education
ethnic-racial relations
continuous training
arts of doing
educación infantil
relaciones étnico-raciales
educación continua
artes de hacer
topic children’s education
ethnic-racial relations
continuous training
arts of doing
educación infantil
relaciones étnico-raciales
educación continua
artes de hacer
description ABSTRACT. This article has as purpose the analysis of the arts of doing the Education on Ethnic-Racial Relations (ERER) related to the faculty members under continuous training working with Child Education in the city of Vitória/ES. It is a Collaborative Research-Action, which uses as sources the documents produced during the formation process. These documents are derived from the activities performed in virtual environment and from reflexive texts written by teachers, published as books. Through collective reflections, the faculty members could develop diverse ways to approach ERER, using folk dances and African and Afro-Brazilian literature in order to achieve their goals. As a result, it was identified that teachers make use of different languages during their pedagogical mediations, acknowledge and value the children’s main role in the practices implemented by ERER. In conclusion, regarding the arts of teaching ERER, the faculty members were engaged with the Children’s Education curricular dynamic itself, which is not organized in a disciplinary way, and having the presence of childhood conception in the guidance documents that search for avoiding children to be in an invisible social condition, recognizing them as active subjects in their learning and developing processes.
publishDate 2023
dc.date.none.fl_str_mv 2023-05-30
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15785
10.20873/uft.rbec.e15785
url https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15785
identifier_str_mv 10.20873/uft.rbec.e15785
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15785/21265
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15785/21266
dc.rights.driver.fl_str_mv Copyright (c) 2023 Érica Bolzan, André da Silva Mello
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Érica Bolzan, André da Silva Mello
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade Federal do Tocantins
publisher.none.fl_str_mv Universidade Federal do Tocantins
dc.source.none.fl_str_mv Brazilian Journal of Rural Education; Bd. 8 (2023): Publicação Contínua / Continuous Publication; e15785
Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15785
Revista Brasileña de Educación Rural; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15785
Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15785
Revista Brasileira de Educação do Campo; v. 8 (2023): Publicação Contínua / Continuous Publication; e15785
2525-4863
reponame:Revista Brasileira de Educação do Campo
instname:Universidade Federal do Tocantins (UFT)
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instname_str Universidade Federal do Tocantins (UFT)
instacron_str UFT
institution UFT
reponame_str Revista Brasileira de Educação do Campo
collection Revista Brasileira de Educação do Campo
repository.name.fl_str_mv Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)
repository.mail.fl_str_mv gustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br
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