Educação infantil e relações étnico-raciais: formação continuada e docência nos Cmeis de Maceió-AL

Abstract

The study proposes to think about the continued training of early childhood education teachers, considering the fight against barbarism as a fight against the structural racism that is present in early childhood education. The objective of the study was to investigate the influence of continued training offered to teachers from some Municipal Early Childhood Education Centers (Cmeis) in the 6th Administrative Region of the Municipal Department of Education of MaceióAL, in promoting critical knowledge about ethnic-racial relations since early childhood, analyzing how this training impacts not only teaching practice, but also the perception and attitude of educators towards the topic in the classroom. The study focuses on the Benedito Bentes neighborhood, in Maceió-AL, the choice was made due to the concentration of Cmeis administered by Semed in a single neighborhood, due to its territorial extension, there we have a quantity of 11 Cmeis, the other reason is the unfortunate rate of violence against the young black population in the region, which indicates a strong presence of the black population in the neighborhood. To compose this study, we listed some public affirmative action policies aimed at education and directed an online questionnaire to Cmeis teachers with the aim of analyzing the perspective of continued training offered by Semed and the understanding of teaching ethnic-racial relations for children. The material was analyzed using the content analysis technique (Bardin, 2002). The research methodology consists of a qualitative study with a theoretical-critical approach to society to develop and work on the notion of critical and antiracist education. Our study identified that teachers recognize that they need training in the teaching of ethnic-racial relations, but at the time of the research the information is that neither Semed nor Cmeis had offered it. Another important point that we identified according to the analyzes was the remnant of a Brazilian culture that boasts of "racial democracy" in the country and that ends up influencing school education. Finally, we present clues for thinking about antiracist education through epistemologies of experience and emancipation in education.