Educação em e para os direitos humanos: a escola e o direito a afirmação da diferença

Abstract

The pedagogical practices in Early Childhood Education constitute the problem theme of this article, whose objective is to analyze how the issue of difference has been treated in the schools of Early Childhood Education of the micro-region of Garanhuns. This research is anchored in the perspective of the child as a singular subject. It is based on the assumption that an Education based on / for Human Rights, which incorporates since Early Childhood Education, the right to difference in the perspective of interculturality, has contributed to the children being able to live and celebrate the differences. To that end, we have used the assumptions of qualitative ethnographic research to observe the pedagogical practices of eight municipal schools of Early Childhood Education in eight municipalities in the Garanhuns-PE micro-region related to issues of religious, gender, ethnic and racial diversity and inclusive education. The collected data show that in denying the space of conviviality with the differences, practices have reproduced inequalities in the school space since Early Childhood Education.