Relações étnico-raciais e saberes docentes na escola de educação infantil da Universidade Federal do Rio De Janeiro

Abstract

This work aims to identify strategies adopted in teaching practice in Early Childhood Education, considering the construction of a principle based on dialogue, which prioritize research with children. The concepts of teaching knowledge and diversity are thematic axes that are articulated with the Sociology of Childhood, which are presented as a guideline of the pedagogical project of a nursery school of Child Education located in Rio de Janeiro. In this sense, the studies began with the following questions: what are the pedagogical practices developed with children that involve the themes: diversity and ethnic-racial relations in Early Childhood Education? Do such practices seek to establish dialogue with the Education of ethnic-racial relations? For the methodological orientation of this study, we opted for a qualitative approach of research and documentary analysis as the privileged strategy of collecting fingerprints. The research points to the valorization of ethnic-racial relations and a demand for meetings of continuous formation that potentiate the groups of studies and exchanges of experiences.