Por uma educação antirracista no currículo da educação infantil de Teresina

Abstract

This research is entitled “For an Antiracist Education in the Early Childhood Education Curriculum of Teresina”, which arose from the following question: "How is antiracist education developed in early childhood education institutions of the municipal education system of Teresina, based on law 10.639/2003, which deals with the Education of ethnic racial relations in formal education? General objective: to analyze how antiracist education takes place in early childhood education institutions of the municipal education system of Teresina through the teaching of content that meets the guidelines of Law 10.639/2003; Specific objectives: to verify the legislation pertinent to the insertion in the curriculum of content that deals with antiracist education through the teaching of Afro-Brazilian culture, within the scope of early childhood education institutions of the municipal education system of Teresina; identify references to Law 10.639/2003, in the curricular documents of didactic pedagogical guidance prepared by the Municipal Secretariat of Education and Culture of Teresina (SEMEC); and understand how pedagogical practices that address anti-racist education are implemented through the teaching of content in accordance with Law 10.639/2003, in early childhood education institutions of the municipal education system of Teresina. The research has 03 (three) chapters, the first chapter under the name of Ethnic racial Relations in Official Documents of Early Childhood Education in Teresina, will bring the results of a documentary and bibliographic research, where the history of the municipalization of early childhood education in Teresina and analysis of legal documents are presented. The second chapter is entitled Culture as a mechanism for promoting antiracist education, containing theoretical insights necessary to understand the concept of culture in the Municipal Curricular Guidelines of Teresina (2008). The third chapter will be The Research: Data Collection and Analysis, where the results obtained will be presented, focusing on the use of a qualitative methodology that is able to capture the role of the school, of formal education as a place to reinforce or not these issues within the curricular contents, using the techniques of semi- structured interviews, oral history and conversation circle. The authors to discuss the keywords are: on curriculum, there are José Sacristán (2013), Macedo (2013) and Tomaz T. Silva (2005). On early childhood education, curriculum and ethnic racial relations, there are Nilma Lino Gomes (2010, 2012, 2023), as well as Barbara Carine (2023), Cintia Cardoso (2021), Cida Bento (2002) and Cavalleiro (1998). On culture, Asante (2019) and Quijano (2005), Nilma Gomes (2023) and Ana Gomes (2008) were brought. Concepts such as race, racism, prejudice were deepened with Kilomba (2019), Fanon (2008), Munanga (2004) and Stuart Hall (2006). As a result, it can be stated that the Municipal Curricular Guidelines of Teresina (2008) present in their theoretical body, referring to early childhood education, a Euro-centered teaching, where the black ethnic group contributed little or nothing or is cited throughout the content distributed over the years. The Final Considerations follow, where it was found that nothing was found that reported the immense cultural, scientific and artistic wealth coming from the various black ethnic groups brought to Brazil as slaves, so that the answer to the initial question of the research about the existence of an anti-racist education in early childhood education schools was not effective.