Banca de DEFESA: MICHELE CRISTINA SOUZA DE MATTOS

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

Keywords: Teacher Training. Ethnic-racial relations. Anti-Racist Education. 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 institutional 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. The reading of the collected data was interpreted following the evidence observed in the interviewees' narratives according to the instruments used. We are moving towards understanding the role of teachers in the educational process of children in early childhood education from the perspective of combating racism. 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 in a timid way. 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. The launch of the research revealed that racism prevails both institutionally and structurally and that the intertwining of the two generates “natural racism” in the school space, which silences and normalizes discrimination and prejudice towards other cultures different from the one in which the school is located. accommodated to transmit, validate and continue to propagate. As 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, we conclude that the first steps are being taken and that in Regarding the teacher training process, it still presents inefficiency in acting in an anti-racist manner at school.