Da infância ao preconceito: percepção das professoras acerca das práticas de intolerância racial na educação infantil em Gurupi - TO

Abstract

The school environment is seen as a way of accessing citizenship, the formation of critical capacity and insertion in the labor market. However, it can also be a space for social and racial discrimination, and other forms of devaluation that hide patterns of behavior that help perpetuate racism in society. In this way, educational policies could not fail to be grounded in order to ensure that the school environment is in favor of practices promoting racial equality aimed at minimizing prejudiced and racist attitudes. Taking into account the relevance of actions developed in early childhood and the role of the school institution in the formation of the child, as well as the importance of consolidating an egalitarian educational policy, the main objective of this study was to analyze racism in the Municipal Centers for Early Childhood Education of Gurupi-TO from the positioning of these professionals, and if the pedagogical practices relate the promotion of racial equality that contemplate the National Curriculum Guidelines for Early Childhood Education. Twenty-nine female teachers participated in the study, through the application of a questionnaire composed of 14 items, which investigated the perception about racial prejudice, training and professional performance. Subjective questions were analyzed according to the parameters of content analysis. Based on these results, we can conclude that the scenario of the promotion of ethnic racial equality in the Gurupi Municipality's Early Childhood Centers is in the process of development, with teachers influencing the culture of denial of racism in Brazil. show mostly willing to insert the subject in their professional practices. It is therefore necessary to invest in specific training to promote the development of an educational practice that promotes racial equality.