Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciências da Educação, Programa de Pós-Graduação em Educação, Florianópolis, 2013. / Made available in DSpace on 2014-08-06T17:21:31Z (GMT). No. of bitstreams: 1
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Previous issue date: 2013 / Abstract : The developed research is constituted as a case study for six months of insertion in the field and involves the analysis of pedagogical practices in an institution of preschool attendance 0-5 years from the guidelines of the law 10639/03. Early childhood education has a historical lack of recognition as an educational institution and is not different regarding to the assumptions of the law towards their obligation. On the other hand achievements were effected and early childhood education is constituted as the first stage of basic education and must be recognized as such, including their experiences and practices in the culture and history African-Brazilian and African as it claims the law. The focus of the research is to identify the existence of practices in everyday experiences of the institution that allow to about the issues surrounding healthy relationships between children and between children and adults of different physical characteristics without distortion of concepts such as values or superiority. The way this issue is placed in the daily lives of children from how teachers organize their work in this regard are also covered by the survey. The generation of data was performed using participant observation in all groups of the institution that has been recorded in a field diary from the planning of the teachers. Furthermore, analyzes of documents were performed related to Law 10639/03in federal, municipal and the institution sphere that conducted the survey, as well as semi-structured interviews were conducted with teachers to better understand conceptions related to pedagogical practices designed for them. The children were also "heard" to a certain extent on the matter of ethnic relations and the formulation of attitudes and concepts. The theoretical reference considers childhood as a generational category, children as social agents and culture producers from the contexts of their childhood and school institution as a field of relations and/or social phenomena. From the historical point of view the dissertation brings briefly how childhood is constituted as such, showing the childhood of black children and how modernity has produced social absences and social exclusions to the existence of a hegemony backed by modern science. With all this, it was noticed that the existence of the law guaranteed inclusion in the curriculum of the institution where the research was conducted, the mandatory thematic History and Culture Afro Brazilian and African, but with many limits on the logic of organizing the work with and for children. The teachers in the interviews show contradictions between their practices and what would be an appropriate proposal to work with ethnic relations in Early Childhood Education, in their statements demonstrating the possibility of change. The children in its turn demonstrated from the observed behaviors (not only bias) socially acquired from adults who are part of your life (school or not).
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufsc.br:123456789/122774 |
| Date | January 2013 |
| Creators | Vanzuita, Simone |
| Contributors | Universidade Federal de Santa Catarina, Silva Filho, João Josué da |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | 239 p.| il., grafs. |
| Source | reponame:Repositório Institucional da UFSC, instname:Universidade Federal de Santa Catarina, instacron:UFSC |
| Rights | info:eu-repo/semantics/openAccess |
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