A educação das relações étnico-raciais na educação infantil da rede municipal de Ipameri-GO

Abstract

His study proposes to investigate the pedagogical practices developed in the school units of Early Childhood Education of the Municipal Public Education Network of Ipameri. Therefore, it sought to understand how the racial theme has been inserted in early childhood education, and how the curricular program of these units is constituted. This research considered the educational legislative precepts: the Federal Constitution, the Law of Directives and Bases of National Education 9.394/96, amended by Law 10.639/03 and the National Curriculum Guidelines for the Education of Ethnic-Racial Relations and for the Teaching of History and Afro-Brazilian and African Culture (2004), as well as studies that reflect on ethnic-racial diversity for Early Childhood Education. It starts with the following question: what are the impacts of Law 10.639/03 on the development of pedagogical practices for the education of ethnic-racial relations in early childhood education in the city of Ipameri-GO? We sought to identify and analyze the initiatives and pedagogical practices developed, and their implications for the teaching of ethnic-racial relations in Early Childhood Education. This is a case study based on the theoretical frameworks of Historical-Critical Pedagogy. The research was carried out in two stages: the first consisted of the analysis of the documents that govern municipal education offered by the SME - The Expanded Curricular Document of Goiás; The Municipal Education Plan (2015 – 2025); the Annual Course Planning (Maternal – PPP III); and the Pedagogical Political Projects of the seven school units. In addition, copies of the didactic material used in the PPP III were provided (The book Creation – Children in Action/ Infantile Education by the publisher FTD; Minha Apostila de Matemática; Minha Apostila de Português; Training reading and writing; Apostila de Natureza & Society; – used in the classroom – and the Portuguese and Mathematics “For Home” activity handouts) common to all school units. When researching the implications of Law 10.639/03 in the construction of education for ethnic-racial diversity in the school units of Early Childhood Education in the municipal education network of Ipameri-GO, we are faced with the complexity that surrounds the work with this theme. On the other hand, we found in the theoretical frameworks possibilities of articulating theory with pedagogical practice in a dialectical relationship, at least in some of the units surveyed, which favors the transformation of the researched reality.