Banca de QUALIFICAÇÃO: MICHELE CRISTINA SOUZA DE MATTOS

RACISM IN CHILDHOODS: WHAT TEACHER TRAINING HAS WHAT TO DO WITH THIS?

Keywords: Teacher Training. Ethnic-racial relations. Early Childhood Education in the Municipality of Rio de Janeiro.

This master's qualification work aims to present the progress of research in education, with a qualitative approach, on the discussions involving teacher training and the implications for structural racism in childhood. This investigation comprises literature that deals with teacher training, childhood and structural racism, in addition to the contextualization of education in the city of Rio de Janeiro as it is the empirical field of research. The main contribution of the literature review was studies developed by black people who campaign for racial justice. However, classical studies were not dismissed, but were listed as secondary reflective support. The study seeks to find out what connections the documents: Action Plan and Political Pedagogical Project - for children, in the aforementioned municipality, have with teacher training, focusing on ethnic-racial relations in childhood. Based on Law 10,639/03, and other policies in this field, the research seeks to understand whether there are actions in early childhood education aimed at combating racism. To carry out field research, two early childhood education units were selected with the aim of sensitive listening to education professionals who work directly with children. Three research instruments will be used to collect data: field diary, questionnaire and semi-structured interview. Currently, the research is awaiting authorization to enter school units. The reading of the collected data is intended to be based on evidence from the subjects' statements, as well as evidence from documents and theoretical references in the area. The discussions that have guided us thus far have allowed us to move towards understanding the role of teaching in this context of historical complexities that is education and its activities. It is dare to say that Brazilian education is rooted in traditional conservative pillars, and the proposal to educate to emancipate, within a progressive perspective, is still happening timidly. The “education model” established in this country does not encompass the diversity of ethnic-racial relations from a historical, social, cultural and economic point of view. To the extent that black people in movement question their rights and representations in the historical construction of Brazil, considering the positive collaborative perception of the “black hands” that helped to “make” this nation.