Relações étnico-raciais negras na Educação Infantil: realidade e desafios

Abstract

The purpose of this Conclusion Paper is to investigate the importance of Black Race-Ethnic Relations in Early Childhood Education. It is thus sought to investigate what the challenges of Ethnic-Racial Relations have been to work in a pre-school class in a public school in the municipality of Luziânia - GO. Still assess what the School's Political Educational Project proposes for pedagogical work with ethnic-racial relations; identify the challenges encountered by pre-school teachers to work on ethnic-racial issues in the classroom. To reach the proposed objectives, the present study has the following theoretical support: (a) Paths Opened by Federal Law 10.639, of 2003; and 11,645, 2008 / Secretariat of Continuing Education, Literacy and Diversity (2005); (b) Diversity in Education: Reflections and Experiences, by Marise Nogueira Ramos, Jorge Manoel Adão, Graciete Maria Nascimento Barros (2003); (c) Early Childhood Education and practices promoting racial equality, by Hédio Silva Jr., Maria Aparecida Silva Bento, Silvia Pereira de Carvalho (2012); (d) Ethnic-Racial Relations Education in Brazil: working with African and Afro-Brazilian histories and cultures in classrooms, by Amilcar Araujo Pereira (2014); (e) African and Afro-Brazilian History and Culture in Child Education, Ministry of Education. Secretariat for Continuing Education, Literacy, Diversity and Inclusion (2014); (f), and from the History of Black Education and other stories, by Jeruse Romão (2005). The construction of practices in children's education provides a reflection of pedagogical actions, by which educators are mediators of achievements promoting racial equality.