Banca de DEFESA: EDUARDA CRISTINA DE OLIVEIRA SANTOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : EDUARDA CRISTINA DE OLIVEIRA SANTOS
DATE: 27/06/2025
TIME: 14:00
LOCAL: Auditório da Biblioteca Central da UFRRJ
TITLE:

Ethnic-Racial Relations and Early Childhood Education: a study of the municipal curricula of Baixada Fluminense

KEY WORDS:

Childhood; Curriculum; Ethnic-racial diversity.

PAGES: 150
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Currículo
SUMMARY:

Since childhood, individuals are impacted by lived experiences, especially in the school environment, since children are important social actors. Therefore, themes such as the Education of Ethnic-Racial Relations (ERER), expressed by laws 10.369/03 and 11.645/08, are essential for a curriculum that encompasses concern for social justice. On the other hand, the National Common Curriculum Base (BNCC) of Early Childhood Education (EI) does not consistently point out the approach of these laws mentioned, which can be contemplated by municipal curricula focused on the first stage of Basic Education. Thus, the general objective of this study was to analyze how the municipal curricula focused on the EI of the cities of Baixada Fluminense conceive the ethnic-racial relations for the educational processes of children in their respective territories. This is a bibliographic and documentary research, qualitative, of a descriptive-interpretative nature. In this research, inspired by the narrative review, the articles that articulate the ERER and EI are examined. In the documentary field, the BNCC, Laws 10.639/03 and 11.645/08 and the published municipal curricula of Baixada Fluminense are analyzed. The technique used for documentary bibliographic data was Bardin's content analysis (2016). As results of the narrative review, five studies were found and discussed, where they reveal that the discussions arising from the ERER and EI relationship are filled with the perspectives of teacher training, the daily life of basic education, the ethnic diversity of the stage and the look at black children. In relation to documentary research, nine curricular documents were located, namely: Duque de Caxias, Japeri, Itaguaí, Mesquita, Paracambi and Guapimirim - found in online searches - Nova Iguaçu, Queimados and São João de Meriti, located informally. As axes of analysis, we use as a focus the mode and history of construction of the prescribed curricula; the structuring of the documents; and their respective contents. From the first axes, with the verification of the training processes and the structuring of the documents, it was noted that only Duque de Caxias presents the dialogue between ERER and EI in a coherent way throughout the documentary formulation. In relation to the contents, three categories for data analysis were drawn: (1) In the textual margins: possible allusions to ERER; (2) The teaching performance in ERER: Principles, Objectives, Suggestions and Pedagogical Strategies indicated by the municipalities; (3) Highlighting the child's protagonism: ERER and the learning objectives aimed at children. From these categories it was possible to notice that the municipalities of Guapimirim, Nova Iguaçu, Queimados, Mesquita, Paracambi and Duque de Caxias are the only ones in Baixada Fluminense to explicitly consider ERER as part of the EI training path. Finally, it is worth highlighting the vast collaboration with anti-racist education of the municipalities of Paracambi and Duque de Caxias, which advance in relation to the directions of the BNCC in the context of the discussions on ERER in its documents prescribed for childhoods.

COMMITTEE MEMBERS:
Presidente - 1690441 - RODRIGO LEMA DEL RIO MARTINS
Externo ao Programa - 1069955 - MARCIEL BARCELOS LANO - UFRRJExterna à Instituição - ÉRICA BOLZAN - IFES