Formação continuada com profissionais da educação infantil: diálogos entre a corporeidade e temáticas da literatura afro-brasileira e africana

Abstract

This research seeks to highlight an anti-racist education and thus combat racism and prejudice, and promote equity in ethnic-racial relations in the context of early childhood education. It presents as object of study the pedagogical mediation of Early Childhood Education professionals in a formative process that articulates children`s and youth literature allied to corporeality in the African and Afro-Brazilian themes. Its objectives are to produce a State of Knowledge about ethnic-racial relations in Children`s Education, based on works published in the annals of the Congress of Black Researchers (COPENE), to articulate, through continuing education, the dialogue between corporeality and the African and Afro-Brazilian literature theme with professionals of Children`s Education in Vitória and to analyze, based on practices/proposals promoted in continuing education, pedagogical possibilities for an anti-racist education in children`s institutions in the city. We used bibliographic methodologies and collaborative action research that focused on teaching practices related to ethno-racial issues. The bibliographic research, of the state of knowledge type, analyzes the ethnic-racial relations in the context of Early Childhood Education through the Annals of COPENE in the period from 2000 to 2020, covering all eleven editions of the event. The collaborative action-research was carried out in the municipal network of Vitória/ES and its target audience will be Early Childhood Education professionals. It was carried out through a partnership between the Vitória`s Education Department and the Center of Learning with Childhood and its Doings of the Federal University of Espírito Santo. Three analysis criteria were established from the formative process: the curriculum as a category of analysis, the importance of children`s and youth literature as an anti-racist proposal, and corporeality in the context of Education for Ethnic-Racial Relations (ERER). The data was produced through participant observation, recorded in a field diary, still iconographic images, and the actual participation of the course participants in the training offered. Content Analysis will help in the interpretation of the data. The articulation between literature and corporeality will focus on fundamental aspects for an education focused on ethno-racial relations that is pleasurable, playful and based on equity principles. From the continuing education of professionals, and through their instituted practices, an E-book was elaborated with didactic and pedagogical knowledge to face ethnic-racial issues in the daily life of the Municipal Centers of Children Education of Vitória/ES.