Relações étnico-raciais na educação infantil: o estado do conhecimento das pesquisas nos programas de pós-graduação em educação no Brasil (2004-2023)

Abstract

This thesis maps and analyzes research on ethnic-racial relations in Early Childhood Education published between 2004 and 2023. It aims to identify their theoretical and methodological contributions to teacher training and the construction of inclusive pedagogical practices, through an analysis of theses and dissertations from Postgraduate Education Programs in Brazil. The guiding research problem for this investigation is: What pedagogical implications can we deduce from the results obtained through the state of knowledge on ethnic-racial relations promoted by schools from early childhood, in the period from 2004 to 2023? The general objective is to deduce pedagogical implications for an inclusive educational practice that promotes equity and respect for ethnic-racial diversity from early childhood. To achieve this, the following specific objectives were established: i) to map theses and dissertations on ethnic-racial relations in Early Childhood Education produced over the last 20 years; ii) to identify the theoretical and methodological approaches used in these studies; iii) to analyze the implications of these approaches for the development of identity and the promotion of equity among children in Early Childhood Education; and iv) to propose possibilities for pluriversal and humanized pedagogical practices that promote inclusion, equity, and respect for ethnic-racial diversity from early childhood onwards. For data collection, the Brazilian Portal of Open Access Scientific Publications and Data - OASISBR and the CAPES Catalog of Theses and Dissertations were used, with terms related to the theme. The research follows a qualitative approach, allowing for a fluid and comprehensive interpretation, understood as a trajectory of meanings. Methodologically, we opted for the State of Knowledge, given its relevance to the construction of meanings in the academic field and its role as a product of the historical cultural dynamics of power in each context studied. This choice allows us to immerse ourselves in the analyzed bibliographies in order to formulate public policies capable of combating racism and other problems in educational settings. The results, as expected, showed an exponential growth of academic productions focused on Ethnic Racial Relations. However, within Early Childhood Education institutions, this theme is still little problematized, sometimes folklorized, and at other times, excluded by their professionals, especially teachers. In this continuum, teacher training, whether initial or continuing, was an emphasized subject, especially when it related to knowledge of Laws 10.639/03 and 11.645/08, as well as their intention to incorporate curricular supports into the school's daily routine that address the aforementioned regulations. Through the State of Knowledge, we were able to verify these issues and propose ways to promote equity and respect for diversity based on pedagogical suggestions that contribute to an inclusive educational practice.