Diversidade e educação infantil: educar para e nas relações étnico-raciais

Abstract

The present graduation paper consists of a research of both qualitative and bibliographical character, in which we tried to understand the black presence in teaching work aimed at an educational practice that values ethnic diversity, and focused, mainly on the study and utilization of African and Afro-Brazilian Culture and History, especially in institutions responsible for child education. Thus, we tried to identify, in the first place, some of the causes for the shortage of theoretical work and didactical actions based on the education for ethnical-racial relations. In the second place, we tried to identify some of the developments outcome that compromise the quality of Child Education. This paper has a two chapter structure. The first chapter we focus on the appearing of the first institutions for child education and its educational character of compensation and philanthropy and/or removal of immediate needs (KUHLMANN JR., 1998). In relation to this disposition towards removal of immediate needs and philanthropy, we discuss the profile of the elementary educator. We also proceed a critic approach on how the access to child education has traditionally taken place. For this purpose we have considered the works of Rosemberg (2012), Oliveira (2004), along with other authors who have focused on public policies and accessibility issues, concerning a specific group of children. We examine, as well, based on research carried out by Cavalleiro (2020) e Oliveira (2004), the issue of racism in the context of child education. Based on these works we go through racial discrimination existing in educational and family environment. At last, we seek the presence, in legal documents concerning child education, of education in issues concerning ethnic-racial relations and diversity. We critically analyze the way in which the themes are presented in these norms, in addition to the role of teachers in this context. We consider, at last, that the presence of child educational policies and practices specifically based on ethnical-racial relations that consider and value black culture in the educational context includes matters that go beyond the school context. For this reason, and to make up for this absence, and to refirm another concept of education, so important from our point of view, we understand to be necessary, an action that involving the individuals who constitute the State and the educational system field to guarantee measures of anti-racist behavior by citizens and school teachers.