Banca de DEFESA: DIONICE NASCIMENTO OLIVEIRA FREIRE

TEACHER TRAINING IN CHILDHOOD EDUCATION IN THE MUNICIPAL NETWORK OF RIO DE JANEIRO: an analysis of education policies on ethnic-racial relations

Keywords: Teacher education; anti-racist education;  Child education; Ethnic-racial relations

The objective of this work is to analyze the training elements intended for early childhood education professionals from the Municipal Education Network of Rio de Janeiro, focusing on the appreciation of in-service training, through the Pedagogical Journeys, and in the light of theoretical discussions from the perspective of an anti-racist education. The objective of the research, therefore, is to analyze the formative elements as a space for the formation of professionals who work with Early Childhood Education so that they deal with ethnic-racial relations. In this way, the specific objectives are to describe the formative elements that make up the Journeys, to understand the explicit conceptions of the managers with regard to early childhood education policies and ethnic-racial relations, as well as to understand the role of teacher education in this process. . Schools, understood as a social instance, have the responsibility to rethink their pedagogical project with a view to forming citizens who respect and value the diversity present in Brazilian society. In this sense, it is extremely important to invest in the initial and continuing training of teaching professionals so that they can appropriate or re-appropriate knowledge to transform their practice. The focus of the research sought to reflect on education for ethnic-racial relations and early childhood education, presenting a brief history of early childhood education in the national and local context, as well as the transition process of this segment of basic education between the Departments of Education and Social Assistance, thus forming part of our theoretical-methodological path, and the creation of training policies for professionals working in day care centers and Child Development Spaces (EDI) in the aforementioned teaching network. The research is anchored on the tripod education of ethnic-racial relations, teacher training and early childhood education, so we chose to dialogue with author(s) who approach these theoretical fields. As a reference, Paulo Freire's contributions and perspective of liberating education are considered, and education in a decolonial perspective under the studies of Catherine Walsh. We will dialogue with productions by Mary Del Priori to deal with Brazilian childhoods, it is hoped that such studies will subsidize us by pointing out contributions. In order to seek answers to the problem, the research is structured from a qualitative perspective and for data collection, a semi-structured interview was used for early childhood education managers who held the position in the last ten years, the analysis of the Pedagogical Journeys. From the triangulation of the collected data, we will make the analysis in order to seek answers to the listed problems. We noticed advances in research in the field of early childhood education and ethnic-racial relations, we have a theoretical framework that has been increased in recent years, research has pointed to the importance of dealing with racial issues in the segment of early childhood education. To this end, it is extremely important that professionals who work with early childhood have a powerful knowledge of plural cultures, have a keen and sensitive view of ethnic-racial issues in Brazil and in the world, and incorporate this knowledge for a transformation of praxis pedagogical.