Percepções de infância de crianças negras por professoras de educação infantil
Souza, Ellen de Lima
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This study aimed to understand that childhood perceptions of black children are unveiled in the process of childhood education teachers. To this end, I present a brief reflection to contextualize my training black woman activist, professor of Early Childhood Education and researcher. Following aboard a history on the establishment of early childhood education affects a federal university in which research collaborators are working in recent years and has sought to develop a work to combat the distortions and inequalities experienced by black. The theoretical references were prepared from the position of rethinking and combat situations that marginalize and disqualify in this case black children, always from the guiding question: "What childhood perceptions of black children reveal kindergarten teachers from their experiences". References are presented in the theoretical understandings and insights into: totality, perceptions, horizon, early childhood education, experience, childhood education teachers, coloniality, children and childhood. The methodological approach was built with help and inspiration in the Phenomenology of the African philosophies. So I relied on three collaborators who are experienced teachers childhood education, they all have more than fifteen years of experience and proven commitment to the education of ethnic-racial relations. Data were collected through in-depth conversations, which were identified as the meanings and themes unfold the same units that are grouped in dimensions. Data analysis revealed the dimensions: the time a former, former to child education, experiences his own childhood, childhood black - deny and doubt, this black child, missing, racialized perceptions and feelings, and finally, black marks and white markings. That reveal the training of teachers is an ongoing process and as they learned the techniques of education for ethnic-racial relations, but also realize the childhood of black children stereotypically and Eurocentric. In the final considerations introduce the concept of time to educate and racial-ethnic relations, drawing some insights about the training courses for teachers, the specificities of early childhood education and questions about childhood understandings grounded in Eurocentric values. In this chapter, I highlight that black children who are the lead teachers to seek knowledge about black / as, however, of black children is perpetuated as fragments distorted by an atmosphere of racism and inequality.