TEACHER TRAINING OF THE EARLY CHILDHOOD EDUCATION AND THE EDUCATION OF ETHNIC-RACIAL RELATIONS: an experience in Curitiba county

• Autor(a) principal: da Silva, Flávia Carolina
• Data de Publicação: 2018
• Outros Autores: Dias, Lucimar Rosa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Poiésis (Tubarão. Online)
• Texto Completo: https://portaldeperiodicos.animaeducacao.com.br/index.php/Poiesis/article/view/5929
• topic: Teacher training; Educational policies; Child education; Education of Ethnic-Racial Relations; Formación de profesores; Políticas Educativas; Educación Infantil; Educación de las relaciones étnico-raciales; Formación continua; Formação de Professores; Políticas Educacionais; Educação Infantil; Educação das Relações Étnico-raciais; Formação Continuada

This work investigated the continuing education of teachers of Early Childhood Education (EI) and the education of ethnic-racial relations (ERER) at the Municipal Education Secretary of Curitiba (SME). In  2015, an analysis was performed to investigate the perceptions and developments of the continuing education courses in ERER, in the SME in the practice of pre-school teachers. Thereunto, we conducted semi-structured interviews with two SME techniques; we sent a questionnaire for two teachers to take the impressions of two important continuing education activities in the SME, in an attempt to analyze the database of continuing training, but it was impossible to analyze because the data of 2015 were not computed. Although the results of the research were positive, it is important to emphasize that the ERER in the continuing education of IE teachers in the SME is punctual, because the analyzes indicate that the ERER has reached the IE, not through an established policy and committed to the positive education of ethnic-racial relations, but due to a personal and academic commitment of a research technique of ethnic-racial relations and childhood, who when arriving at the SME, took the subject with her. Negligence of the municipal government was verified in the fulfillment of the legislation that determine the obligation of Afro-Brazilian and African History and Culture. The results of the analyzes indicated that the ethnic-racial theme came to the continuous formation of IE teachers, not through a policy instituted and committed to the education of ethnic-racial relations, but in an isolated way.