SILVA, Ana Alice Ferreira da.
Resumen:
This work deals with ethnic-racial prejudice in Early Childhood Education, aiming at verifying how the teachers / educators who work in early childhood education in the city of São José de Piranhas understand ethnic-racial prejudice; to identify the pedagogical practices adopted by the teacher / pedagogue to work on ethnic-racial prejudice in Early Childhood Education and to know the formative elements acquired by teachers to work with the ethnic-racial theme in early childhood education. In order to base our knowledge, we study authors' texts: Bento; Days; Feitosa; Rosemberg; Trindad (2012); Ribeiro; Santos; Teles (2010) among others; the National Curricular Guidelines for the Education of Ethnic-Racial Relations and for the Teaching of Afro-Brazilian and African History and Culture were also used. Four teachers / pedagogues of the children's education of the municipal school network of the city of São José de Piranhas - PB participated in the research. As methodological resources, we used the technique of free association of words (TALP), the sociodemographic questionnaire and the semi-structured interview. We analyze the data through content analysis. We verified that of the 24 evoked words, 20 were located in the ethical dimension, indicated as first place the words: racism, intolerance and prejudice. Two in the political dimension, one highlighted as most important: black; One in the cognitive dimension and one in the affective dimension, however, with no indication of importance in these dimensions. This indicates that for ethnic / racial prejudice teachers are among the lack of principles, respect, values and rules of our society, and that in order to work with ethnic-racial diversity, especially in early childhood education, that this professional takes on an ethical and political commitment. In view of this we believe that while the Pedagogy Courses do not include in their curriculum the discussion about prejudice and ethnic-racial diversity in Early Childhood Education, other pedagogical strategies must be present in everyday practice.
