Navegando por Assunto "Child education"

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Formación de profesores, currículo e infancia en comunidades tradicionales en la amazonia
(Universidad Nacional del Nordeste, 2021-08) DAMACENA, Fabiola Aparecida Ferreira; LOPES, Raquel da Silva
This paper discusses the possibility of implementing a new educational assistance policy for rural children through changes in the curriculum of teacher education courses. Thus, its main objective is to present evidence in order to enable paradigmatic changes in the sociopedagogical matrix of the educational processes of the future teachers, highlighting some aspects of a particular experience carried out between the years of 2015 and 2019 in the countryside of Brazilian Amazon, more specifically in the Southwest of Pará. The methodology used is characterized by the direct immersion in the context of the experience registered in this work as well as by participant observation and the reflection of records resulting from it. The most important results indicate an urgent need to reverse the logic of teacher education overcoming an abstract perspective based on universalized and colonizing assumptions as well as to bring the fundamentals of educational processes closer to the characteristics of the territory where they will be applied together with the involved subjects, with a view to prioritize the childhood to be assisted. In this sense, the dialogue with data leads to the unavoidable conclusion that it is urgent to base the curriculum of teacher educational courses on structural axes linked to pedagogical practice, sociocultural diversity and human rights.
Acesso aberto (Open Access)
O lápis “cor da pele”, quem tem? Descrevendo experiências em relações raciais com crianças na educação infantil
(Universidade Federal de Sergipe, 2017-12) PINHO, Vilma Aparecida de; PARENTE, Francilene de Aguiar; MEDEIROS, Oberdan da Silva; CARVALHO, Elen Mayara Bezerra de
This article is part of a research developed within the projects of GEABI - Group of Afro-Brazilian and Indigenous Studies it has as objective an intervention in the school routine to contribute to the construction and affirmation of the identity of the children inserted therein and to draw the attention of educational institutions for pedagogical practices that lead children to have knowledge of Afro-Brazilian and African culture. The research methodology was to use in an Early Childhood class the artistic languages as stories of black children in children's books as protagonists and heroes, as well as didactic materials such as modeling mass and crayons. The analyzes of the children's drawings and speeches indicate that the racial question worked through the teaching committed to the cultural diversity in the school routine contributes to the affirmation of the identity of the black children, it has also shown that the ethnic-racial valorization in the curriculum promotes a less racist society with possibilities of recognizing difference as diversity and human potentialities.