Ìrantí uma caixa de memórias: percepções de famílias sobre a educação das relações étnico-raciais na educação infantil

Abstract

This thesis investigates how families of Early Childhood Education children perceive the Education for Ethnic-Racial Relations (ERER) that reaches them through the school, the child, and their own trajectories. The aim is to understand the perceptions of three families about the ERER practices developed in a preschool class of a Municipal Early Childhood Education Center in São Carlos-SP, recognized for an outstanding ERER practice in 2024, identifying the concept of ERER these perceptions approach, the elements that mediate them, and the dispositions that organize them. Qualitative in nature and exploratory in character, this research is configured as an instrumental case study and combines documentary analysis of the Political-Pedagogical Project and of the pedagogical documentation with three semi-structured interviews with the mothers. The findings show that each family's perception results from the encounter between the practice developed at school, which reaches families through the mediation of the children and the figure of the teacher, and the moral, affective, religious, and experiential dispositions and the racial position each family already carried. Families recognize ERER above all as a work of values of coexistence, respect for difference, and belonging, its formative dimension, whereas the dimension of structural transformation operates in another register. Each family's racial position shapes what is perceived and makes the demand for participation plural. It is concluded that including families is a criterion of quality of ERER in Early Childhood Education, and that listening to them is a condition for shared work.