Considerations for an education that promotes ethnic-racial equality of children in day care centers and preschools

Abstract

DOI: http://dx.doi.org/10.14244/198271991139

The text presents some indications about the importance of inserting the perspective of promoting ethnic-racial equality into the curriculum practices of early childhood education. The references are the experiences of teacher education investigated by GEPEDI - Group of Studies and Research in Education, Diversity and Inclusion (UFMS) from 2009 to 2013. In order to support the discussion, the historical moment considered is when, in Brazil, the differences stopped being understood only as reflections of social inequalities. At that moment, they started to be interpreted from the perspective of multiculturalism, thus establishing new demands for early childhood education, instigating teachers/managers to revise the pedagogical organization of the phase, and challenging normative whiteness. The following authors were important for the construction of the considerations presented: Bento (2002, Giroux 1999, Dias 2007), Cavalleiro (2006) and Silva (2002).

Keywords: Racial equality, Early childhood education, Teacher education, Curriculum practices.