Banca de DEFESA: KEISE BARBOSA DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : KEISE BARBOSA DA SILVA
DATE: 12/04/2022
TIME: 09:00
LOCAL: Fundaj
TITLE:

Decolonizing and Afrocentering Early Childhood Education: Black body and curly hair in the experiences and narratives of children and teachers

KEY WORDS:
PAGES: 155
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The present research came from concerns of discussion on racism and racial issues related to childhood in which we sought as general objective: Investigate with protagonists of educational process in Early Childhood Educaction (children and teachers) how Education for Ethnic-Racial Relations contributes to the appreciation of black body and curly hair, regarding Decolonial and Afrocentric pedagogical perspectives. As specific objectives, we proposed (1) To analyze socialization situations in the school context in which children express notions and designations about the black body and curly hair; (2) To identify which attributions the children give the representations of the black body and curly hair; (3) To understand how the initial formation of early childhood education teachers contributes to the implementation of Law nº 10.639/03 in their pedagogical practices and (4) To identify teachers' experiences and narratives about black bodies and curly hair, based on the meetings/Pedagogical formation workshops in a Decolonial and Afrocentric perspective. Studying about the black body and curly hair as an important element of black identity, whether they are present in school educational processes or not, can point out ways that go beyond the denunciation of racism and the reproduction of stereotypes and prejudices, and may also present a resignification of the African cultural elements, which brings us into contact with African history, memory and ancestry. We therefore proposed to think about the black body and curly hair as important instruments of political awareness and racial empowerment, in a process against racial and colonial oppression. We also present the contributions of studies on childhood, understanding that it does not occur in the same way for all children and that the experience of this biographical moment is crossed by several social markers, including racial one. Problematize how education should rethink its hegemonic and decontextualized practices, including in curricula and pedagogical practices the discussion of racial difference and that can, beyond the curriculum, re-signify the marks of coloniality present in discourses and school practices from the contributions of Pedagogy Decolonial and Afrocentric Education. In this sense, the present work is outlined as a qualitative research that followed two methodological paths: the case study with the children of Group 4 at the CMEI of Municipal Network of Recife and the intervention research with early childhood teachers from the online focus group. Considerations and results of this research reveal a school that has (re)produced racist and discriminatory practices by daily reaffirming the subordinate place of black people in society with discourses that range from school content to care practices aimed at bodies that meet the Eurocentric norm. What this investigation seeks to highlight is the urgency of public policies in early childhood education focused on Ethnic-racial diversity and that recognize and dialogue with the historical struggles of black population, as well as investment in the formation of teachers in a perspective of an anti-racist education in line with Law nº 10.639/03.

BANKING MEMBERS:
Externa à Instituição - JAILEILA DE ARAÚJO MENEZES - UFPE
Presidente - 3409924 - EMMANUELLE CHRISTINE CHAVES DA SILVA
Interno - 2922319 - HUMBERTO DA SILVA MIRANDA