A construção da identidade racial de crianças negras na educação infantil

• Ano de defesa: 2014
• Autor(a) principal: Rosa, Daniele Cristina
• Orientador(a): Garcia, Joe Assis
• Banca de defesa: Souza, Maria Antonia de, Lüders, Valéria
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Tuiuti do Parana
• Programa de Pós-Graduação: Mestrado em Educação
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: Educação; Educação infantil; Identidade; Relações raciais
• Palavras-chave em Inglês: Education; Child education; Identity; Racial relations
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Resumo em Inglês: This dissertation presents a theoretical investigation about the vision of a group of early childhood education teachers, who work in the city of Curitiba, Parana, on the formation of racial identity in black children. In order to compose the theoretical framework, we perform advanced readings on the concepts of identity and racial identity through exploration of texts of a group of theorists who investigate the construction of identity and issues of black identity, such as: Woodward (2009), Hall (2009, 2001), Silva (2009, 2005) and Austin (1998). The theoretical framework initially presents a brief history about the care of children in the Brazilian context, which considers the writings of theorists as Merisse (1997), Marcílio (2006), Kuhlmann Junior (2006, 2005, 1999, 1998), Rosemberg (2005), Civiletti (1991), Kramer (1995), Didonet (2001), Haddad (1991) e Leite Filho (2001). In terms of methodology, this research presents a qualitative and exploratory nature, using the method of Content Analysis (BARDIN, 2011) to interpret the vision of the teachers on how they participate in the formation of racial identity of black children in kindergarten. Through this method we developed four categories which allowed to interpreting the content of the teachers‟ viewpoints. We emphasize, among the theoretical contributions of this research, the perception that the construction of black identity in early childhood education has a direct relation to the actions of caring practiced by teachers when they work with children. Through affective caring, in kindergarten, teachers exert a form of educational activity that teaches children to relate to other human beings, as well as affect the construction of their racial identities.
• Link de acesso: http://tede.utp.br:8080/jspui/handle/tede/1372

This dissertation presents a theoretical investigation about the vision of a group of early childhood education teachers, who work in the city of Curitiba, Parana, on the formation of racial identity in black children. In order to compose the theoretical framework, we perform advanced readings on the concepts of identity and racial identity through exploration of texts of a group of theorists who investigate the construction of identity and issues of black identity, such as: Woodward (2009), Hall (2009, 2001), Silva (2009, 2005) and Austin (1998). The theoretical framework initially presents a brief history about the care of children in the Brazilian context, which considers the writings of theorists as Merisse (1997), Marcílio (2006), Kuhlmann Junior (2006, 2005, 1999, 1998), Rosemberg (2005), Civiletti (1991), Kramer (1995), Didonet (2001), Haddad (1991) e Leite Filho (2001). In terms of methodology, this research presents a qualitative and exploratory nature, using the method of Content Analysis (BARDIN, 2011) to interpret the vision of the teachers on how they participate in the formation of racial identity of black children in kindergarten. Through this method we developed four categories which allowed to interpreting the content of the teachers‟ viewpoints. We emphasize, among the theoretical contributions of this research, the perception that the construction of black identity in early childhood education has a direct relation to the actions of caring practiced by teachers when they work with children. Through affective caring, in kindergarten, teachers exert a form of educational activity that teaches children to relate to other human beings, as well as affect the construction of their racial identities.