A branquitude como entrave a implementação da lei federal 10.639/03 na educação infantil
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Tipo
Artigo
Classficação
Nível teórico
Data
2021
Autores
Título do Períodico
Educação (UFSM)
ISSN
1984-6444
Página(s)/e-location
1-28
Idioma(s)
pt
Fonte
Fonte
Santa Maria, RS
46
47
jan./dez.
46
47
jan./dez.
Coleções
Resumo
Este artigo tem por eixo central apresentar reflexões sobre os entraves a implementação da Lei Federal 10.639/03, no contexto da educação infantil. Nesse sentido, toma-se como referência a pesquisa realizada, em 2017, com crianças de quatro a seis anos e suas professoras. Os aportes teóricos foram construídos a partir de uma reflexão dialógica entre o campo das relações raciais, sociologia da infância e branquitude, os e as autoras Gomes (2005), Silva (2007), Cardoso (2008), Munanga (2010) e Bento (2014) orientaram a análise. O foco principal foi compreender a branquitude como prática de poder expressa nas experiências educativo-pedagógicas da educação infantil. A partir da etnografia, buscou-se apreender as linguagens, as ações pedagógicas, as materialidades, sobretudo, como eram vividas as dimensões raciais. Os resultados apontaram que a branquitude pode ser considerada um empecilho à promoção de uma educação plural e democrática no cotidiano da instituição analisada.
This article has as its central axis to present reflections on the obstacles to the implementation of Federal Law 10.639/03, in the context of early childhood education. In this sense, the research conducted in 2017 with children aged four to six years and their teachers is taken as a reference. The theoretical contributions were constructed from a dialogical reflection between the field of race relations, sociology of childhood and whiteness, taking as Gomes (2005), Silva (2007), Cardoso (2008), Munanga (2010), Bento (2014). The main focus was to understand whiteness as a power practice expressed in the educational-pedagogical experiences of early childhood education. From the ethnography we sought to apprehend the languages, pedagogical actions, materialities, especially, how the racial dimensions were lived. The results showed that whiteness can be considered a hindrance to the promotion of a plural and democratic education in the daily life of the analyzed institution.
This article has as its central axis to present reflections on the obstacles to the implementation of Federal Law 10.639/03, in the context of early childhood education. In this sense, the research conducted in 2017 with children aged four to six years and their teachers is taken as a reference. The theoretical contributions were constructed from a dialogical reflection between the field of race relations, sociology of childhood and whiteness, taking as Gomes (2005), Silva (2007), Cardoso (2008), Munanga (2010), Bento (2014). The main focus was to understand whiteness as a power practice expressed in the educational-pedagogical experiences of early childhood education. From the ethnography we sought to apprehend the languages, pedagogical actions, materialities, especially, how the racial dimensions were lived. The results showed that whiteness can be considered a hindrance to the promotion of a plural and democratic education in the daily life of the analyzed institution.
Descrição
Palavras-chave
Branquitude, Lei Federal/10.639, Educação infantil, Whiteness, Federal Law/10,639, Childhood education
Citação
CARDOSO, Cintia; DIAS, Lucimar Rosa. A branquitude como entrave a implementação da lei federal 10.639/03 na educação infantil. Educação (UFSM), Santa Maria, RS, v. 46, n. 47, p. 1-28, jan/dez. 2021. https://doi.org/10.5902/1984644444389. Disponível em: https://periodicos.ufsm.br/reveducacao/article/view/44389. Acesso em: 2022-07-20