Ressignificação de atos de currículo no processo formativo de crianças negras: saberes e práticas docentes na educação infantil

Abstract

This dissertation entitled “Ressignification of Curriculum Acts in the formative processo of black children: teaching Knowledge and practices in early childhood education,” aims to understand how from teaching practice can be constituted curriculum acts and meanings assuraate to resignify the context of black children in Early Childhood Education. Qualitative research ethnographic nature adopts as inspiration the choice of methodological paths to Critical and Multireferential Ethnorearch. The research was carried out at the municipal school of Early Childhood Education, located on Maciel street from above, in the Pelourinho neighborhood, in the Terreiro de Jesus. As methodological resources, we the semi-structured interview, questionnaire application and document analysis, na end to understand the research objective. Therefore, we use while theoretical contribuition, the ideas of Macedo (2008), (2011), about curriculum acts as instituting in the formation of the black child, beond of Tardif (2002) in discussions about Learnings and practice teacher Cavalleiro (2001), Gomes (2004), Santos (2008), Munanga (2008), Silva (2004), Machado (2013), Jesus (2007), addressing racial issues in childhood, among Other authors like Foucalt (1986), Freire ( 1987), Silva (1999), Arroyo (2011), as theoretical foundations proposed to think the racial ethnic perspective in Early Childhood Education and the curriculum. How found, we have the understanding that the schoool Community articulates your curriculum acts so that as teachers carry out their anti racist practice, on the Other hand, teachers articulate their knowledge based on what They constitute at school, as na example, in the construction of collections of books and in welcoming the knowledge of the Community.