Educação infantil : análise da manifestação social do preconceito na atividade principal de jogos
Piccolo, Gustavo Martins
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This search went on the presuposed of the existence of social relations prejudice manifest by pre-school children of 5 and 6 years during the practice of its main activity, the children s play and games protagonized. Starting from this pressuposed, the general aim of this research was to raise indicative of demonstrations prejudiced by pre-school children of 5 and 6 years, in practice its main activity, and explicit as possible mediations established by teachers, by activity and by the colleagues to exerce interfered in the kind of interference assumed social relationship between peers. The study characterized as quality, orienting itself by assumptions of historical materialism, in view Historical-Cultural of Vygotsky. Data collection was developed in a pre-school in the state of Sao Paulo, using as methodological tools filming, comments and annotations in the field daily on the practice of recreational activities for children of 5 and 6 years, with the focus analytical the explanation of how they, because of the complex set of mediations by this activity, by colleagues or by teachers, take them to stereotyped knowledge that pejoratively label a difference, make patent in the construction of man construct in hierarchical designs and homogeneous. The results of the filming were divided into four categories: mediation, prejudice of a gender, prejudice of race and prejudice of beauty, and pointed to the existence of manifestations prejudiced based these categories during the pre-school recreational activities, and emphasize the importance exercised mediation by the teacher in criticize of these attitudes. This study used a distinction between the terms pre-concept and prejudice, as the first, based on Heller, represents an initial step in making the knowledge of any socially constructed phenomenon, while the second is defined not only as a construct without further consideration of that the facts are, but as a set of elements that oppress and discriminate pejoratively the difference, whether conscious or unconscious. Thus, the prejudice is composed of multiple grades. The data obtained in research support this distinction. Because of this, to conjecture the development cycle of prejudice, which can be divided into three stages: the difference pejorative labeling (1 Stage); breakdown of the difference (2 Stage), and maintenance of discriminatory attitudes even when there is awareness of the facts that contradict, namely the crystallization of prejudice (3 Stage). In pre-school, with rare exceptions, the manifestations prejudiced materializated in the first two phases, noting there is not the crystallization of prejudices, which gives importance the core mediations made by teaching in the architecture of social relations and more fraternal solidarity. Through these relationships are the children understand the difference not as inequality, but as the expression of humanity historic contained in the most diverse cultures, societies and human beings. The search ends highlighting the need for studies to investigate as appropriate children of prejudice from an early age, basic element for the establishment of a radical criticism about the processes by which exclusionary are involved several students in a present time.