A Educação das relações étnicorraciais na creche : trançando as mechas da legislação federal, formação e prática das professoras

Abstract

This study presents a research in association with Núcleo de Estudos e Pesquisas sobre Narrativas, Formação e Trabalho Docente -NEPEN (Study and Research Center of Narratives, Teachers´ Education and Practice). It was developed in the Graduate Program of Education of the Universidade Federal de São Carlos (UFSCar), Sorocaba Campus. This dissertation aims at answering the following research question: What are the perceptions of daycare teachers about the implications and consequences of de courses that deal with race relations for their pedagogical training and practice? The aim is tounderstand the challenges that daycare teachers face in dealing with racial issues. To answer the research question, a qualitative study was adopted and a questionnaire was applied to daycare Center teachers who had taken, in 2016, the Ethnic–Racial Relationship courses in continuing studies offered by the City education board in Campinas-SP. The theoretical and methodological bases rely on the contributions to revive the stories of the daycare center by Kramer (1984), and Rosemberg (1984;2012). Concerning racial issues, the references were Gomes (2011; 2012), Monteiro (2010). Oliveira; Abramowicz (2010), Dias Bento (2010) were consulted to understand Child Education and Education of the Ethnic-Racial Relationships: Candau (2007), Gonçalves e Silva (2011) and Freire (2008) contributed to the concepts presented here. The methodology for analisis was based on, Formosinho (2009), Bardin (1997) and Franco (2005). The results imply that there are developments of the courses on Ethnic –Racial Relationship, offered in teacher’s continuing education, shown on both the pedagogical formation and practices. However more investment is needed in political action regarding racial issues. The teachers now recognize that there is racism in the context of education and have, as a result, invested in better pedagogical practices.