Ethnic-racial relations in the teaching education for Early Childhood Education teachers: the place of the child and black childhood in transnational curricula in Early Childhood Education.

• Grant number: 23/05251-3
• Support Opportunities: Regular Research Grants
• Start date: February 01, 2024
• End date: January 31, 2027
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Anete Abramowicz
• Grantee: Anete Abramowicz
• Host Institution: Faculdade de Educação (FE). Universidade de São Paulo (USP). São Paulo , SP, Brazil
• City of the host institution: São Paulo
• Associated researchers: Cristina Teodoro ; Iracema Santos do Nascimento ; Tatiane Cosentino Rodrigues
• Associated scholarship(s): 24/08100-9 - Ethnic-racial relations in the training of Early Childhood Education teacher trainers: the place of black children and childhood in transnational Early Childhood Education curricula., BP.TT; 24/03331-2 - The ethnic-racial relations in the training of early childhood education teachers: the place of black children and childhood in transnational early childhood education curricula, BP.TT

Abstract

The project focuses on the formulation of a curriculum and possibilities of production of practices that affect the social initiation carried out in Early Childhood Education, bringing the black child and the dissidences as a pedagogical axis, from the mapping of the profile of teacher trainers who work with the theme of ethnic-racial relationships in Early Childhood Education in schools and education departments of the cities of São Paulo and São Carlos in order to propose an antiracist transnational curriculum in the perspective of an epistemological and methodological transvaluation from the agency of the professionals of the area, as well as, verify the way in which the black child appears problematized in the curricula. The analytical repertoire makes use of theoreticians of ethno-racial relations and of those whose epistemology is directed to the bodies that escape and dissent from hegemonic normativity. The methodology is of a quantic-qualitative nature, using as methodological procedures a socioeconomic form, of personal and formative trajectories that will be applied to the teacher trainers and the formation of focus groups for the construction of a municipal network for the formulation of anti-racist educational practices. Besides the curricular proposal and pedagogical practices, as results, it is also expected the construction of a transnational anti-racist network, bringing the black child and the dissidences as a pedagogical axis. (AU)