Concepções das professoras sobre o trabalho com as relações étnico-raciais na educação infantil

Abstract

This monographic study treated on the pedagogical work with the ethnic-racial relations in kindergarten for respect for different cultures and ethnic diversity reception. Thus, the objective of the research was to investigate the conceptions of the teachers on working with ethnic-racial relations in kindergarten. The theoretical fell on the sociointeracionism especially the perspective of Vygotsky, which argues that man is through cultural mediation of his time. The qualitative research took place in two schools in Maracanaú-EC. The subjects were three teachers, chosen according to the following criteria: be trained in pedagogy, teacher be effective the municipal and act in early childhood education. The instrument used for data collection consisted of a semi-structured interview guide. The resource used to record the speech of the interviewees consisted of a voice recorder. We analyze the testimonies of the teachers, highlighting three aspects: the pedagogical practices; the attitude of the teachers before the conflict; and the materials used in the activity area. Data analysis showed that the three research subjects considered important to work the ethnic-racial relations in childhood, however, point out that it would be interesting to introduce more effectively, this theme in elementary school. Thus, the research showed some weakness in teacher training, because, attitudes revealed by respondents are denial of the presence of conflicts and punishment of young children face the prejudice of evidence to emerge in early childhood education environment. In relation to teaching practices in early childhood education, concerning the Afro-Brazilian culture, it was noticed that the pedagogical practice of research subjects reveals the unpreparedness of these, and little understanding of the importance of involving children and bring them to such a broad topic and relevant, which aims not only to know the differences itself, the physical characteristics of different people, but, above all, know, understand and value the contributions of these people in several areas: social, cultural, rooted policy since the construction of the history of our country . With regard to teaching materials, these appear limited, not favoring work for understanding and respect for ethnic and racial diversity in the daily routine of the investigated institutions. By the responses of teachers, seems to rethink the curricula of initial and continuing education courses, rebuild them giving visibility to the themes of inclusion, respect for ethnic and racial diversity in kindergarten, it is necessary, in view of the new educational challenges that is imposed today. .