Política de educação para as relações étnico-raciais da Secretaria Municipal da Educação de Fortaleza: tradução, pelas professoras, em suas práticas pedagógicas

Abstract

This dissertation analyzes how the Ethnic-Racial Relations Education (ERER) policy of the Municipal Department of Education of Fortaleza is translated by teachers into their pedagogical practices in an Early Childhood Education Center. The investigation is grounded in Dye’s (2013) understanding of policy, articulated with the polity, politics, and policy triad (Secchi et al., 2023), which conceives policy not merely as legal text, but as a dynamic process of negotiation and materialization. It also draws on the contributions of Gomes (2005; 2019), Cavalleiro (2001), and Munanga (2005) to discuss anti-racist education and ethnic-racial relations; and, for the understanding of Early Childhood Education and its trajectory, it relies on Nunes, Corsino, and Didonet (2011), Kramer (2001), and Brazilian educational legislation, especially the 1988 Federal Constitution, the LDB (1996), the DCNEI (2009), and the BNCC (2017). It adopts a qualitative, descriptive-explanatory approach, guided by ethnographically inspired procedures. As data construction techniques, it uses participant observation, semi structured interviews, and document review, articulated through triangulation among the prescribed, the declared, and the observed. The research site is an Early Childhood Education Center in the municipal network of Fortaleza, named CEI Abule, and the participants are two teachers working with the Infantil 1 and Infantil 5 groups. The results indicate that the ERER policy reaches the institution; however, its translation occurs in an unequal, partial, and discontinuous manner. The teachers demonstrate a consistent understanding of the theme, but they access the network guidelines heterogeneously: one of them becomes acquainted with the policy mainly through training activities, while the other considers the guidelines superficial and difficult to implement in everyday practice. In the observed field, relevant practices of identity affirmation and prevention of racial prejudice are recorded, although these actions do not become a broader principle of institutional life. It is concluded that the translation of the ERER policy in the investigated center depends not only on the existence of formal guidelines, but also on the institutional, organizational, and pedagogical conditions under which teaching work takes place, among which the absence of an updated Institutional Pedagogical Proposal stands out.