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tese marina novo DOC atual 19 julho atual.pdf: 8183010 bytes, checksum: 185b9fc5e84655b2ffee1ea0ad8d86ba (MD5) / As discussões sobre relações étnico-raciais são a pauta educativa na
contemporaneidade. O Brasil, nessa referência, implementou políticas
educacionais, tendo em vista a diversidade de grupos étnico-raciais no país,
sobretudo, indígenas e afro- descendentes dos meios urbano e rural e, mais
particularmente, as comunidades de áreas remanescentes de quilombos. As
pesquisas têm, também, atenção especial à escolarização dos afro-brasileiros.
Finalmente, estão se legitimando discursos voltados à educação para a diversidade
e a Inclusão Educacional. Tenho assumido, como educadora, essa pauta que
consolida caminho para construção de novos horizontes formativos à diversidade
cultural, engendradas à discussão do currículo para uma educação
antidiscriminatória. Problematizando essa discussão, investigo, nesta pesquisa em
educação, o tratamento voltado à diversidade das culturas de infância, na identidade
cultural afro- descendente, entrelaçada às questões do currículo. Nesse respaldo,
opto por estudar as crianças em suas especificidades de culturas, compreendendo as
culturas dos “pequenos”, diferenciadas da cultura do adulto, problematizando as
culturas de infâncias em suas especificidades como valorosas à construção do
currículo. Sendo assim, a gênese desse estudo teve, como principal objetivo,
estudar os modos de ser criança na educação infantil, verificando como elas
constroem as suas culturas em busca de compreender se, ao cerzi-las, identificam
os modos das vivências quilombolas e, como o currículo, o qual as crianças são
sujeitas, lidam com esses saberes-fazeres de infâncias. Sustento a tese de que as
culturas de infância, e no caso particular, as culturas de infâncias quilombolas, ainda
não são levadas em conta nas práticas curriculares desenvolvidas nos espaços de
Educação de infância. As crianças são protagonistas na produção do
conhecimento, entretanto esses saberes são modelados num currículo que se
perpetua em paradigmas que não acolhem as suas culturas. Afirmo, também, nesta
tese, que as crianças referendam a produção social do currículo. Parto de uma
investigação em comunidade quilombola que permite afirmar que o arcabouço
cultural de infâncias constitui-se de extrema importância, mas que ainda é pouco
valorizado em pesquisas educacionais. A pesquisa me permite afirmar que crianças
de um território em que se predomina formas culturais específicas, cultura
quilombola, saberes afrodescendentes, diferem- se em suas produções culturais de
infâncias. É esse universo produtivo de culturas, revelando-se como um objeto de
estudo, que permite abordar a construção do currículo na especificidade quilombola. / ABSTRACT
The discussions about racial-ethnic relations are the educational agenda in
contemporary times. Through this reference Brazil implemented educational policies
bearing in mind the diversity of ethnic and racial groups in the country, in particular,
indigenous and African descent. Finally we are legitimizing discourses on education
for diversity and educational inclusion. As an educator, I have made the treatment
focuses on the diversity of childhood culture, the cultural identity of African descent,
intertwined issues of the curriculum. In this support, I opt to study the children in its
particularities of cultures, including the cultures of the “Little ones” differentiated from
adult culture, questioning the cultures of children in its specificities as it has a
great value for the construction of the curriculum. Therefore the genesis of this
study had the main objective to study the ways of children in early childhood
education, checking how they build their crops in search of mend their cultures,
identifying the quilombolas modes of living such as the curriculum which children are
subject, dealing with these knowledge-doings of childhoods. Keep the theory that
childhood cultures and, in the particular case, the quilombolas childhoods cultures
are not yet taken into account in the curricular practices developed in childhood
education. Children are protagonists in the production of knowledge. However this
knowledge is modeled on a self-perpetuating curriculum in paradigms that are not to
their cultures. I also argue in this thesis that children endorse the social production
of the curriculum. Birth of an investigation in quilombola community who can say
that the cultural framework of childhoods is extremely important, but that is still
little appreciated in educational research. The research allows me to identify that
children of a territory in which predominates specific cultural forms, quilombola
culture, knowledge of African descent, differs in their cultural productions of
childhoods. Is this productive universe of cultures, revealing itself as a goal of study
that allows the construction of curriculum in quilombola specificity. Support
theoretical contributions in the sociology of childhood, which consider children as
social actors, to reaffirm them as competent to express their voices through their
power of cultural production. As well as meeting support cultural studies, studies in
the curriculum, knowledge and culture. The methodology established by a qualitative
research through participant observation, in a study inspired by ethnography, ethnomethodology,
that option open space, to “enter” and meet “into” the social and cultural
worlds of a group of sixteen children in a Early Childhood Center in a rural Community
Quilombola in the state of Espirito Santo. The research clarify that the routines of
chil- dren, established within Childhood Education, is supported by educational
paradigms of homogenizing in pedagogical practices based on a curricular
neutrality, reflected in the dominant culture, the interactions between children and
adults (teachers ). It is clear in respect of sociability among the generational groups
the prevalence of point of view “adult self- center” rather than the knowledges of
childhood. The interactions of children within early childhood education in their peer
cultures, seen in “breeding-inter- pretation of culture”, highlights the different ways
children provide their cultures, identi- fied in the quilombola place, to build their
subjectivities. It is the same as looking back in that direction that this research
legitimizes child quilombola as cultural activist who, in their relationship within the
context of sociability, integrates their daily life, building a set of knowledge that
reproduces and represents a interaction among peers, culture from adults in
children’s subjective process of building in quilombolas identities.
| Identifer | oai:union.ndltd.org:IBICT/oai:192.168.11:11:ri/26955 |
| Date | 14 March 2013 |
| Creators | Miranda, Marina Rodrigues |
| Contributors | Pimentel, Álamo, Ferreira, Manuela Martinho, Oliveira, Eduardo David de, Foerste, Gerda Margit Schutz, Macedo, Roberto Sidney, Bordas, Miguel Angel García |
| Publisher | Faculdade de Educação, Programa de Pós-Graduação em Educação, UFBA/Faced, brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Source | reponame:Repositório Institucional da UFBA, instname:Universidade Federal da Bahia, instacron:UFBA |
| Rights | info:eu-repo/semantics/openAccess |
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