Banca de QUALIFICAÇÃO: MARILEIDE DO CARMO AMORIM ARRUDA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : MARILEIDE DO CARMO AMORIM ARRUDA
DATA : 10/11/2021
HORA: 14:00
LOCAL: Google Meet
TÍTULO:

EARLY CHILDHOOD EDUCATION OF PANTANEIRA CHILDREN IN THE QUILOMBOLA DO CHUMBO COMMUNITY IN POCONÉ - MT

PALAVRAS-CHAVES:

Early Childhood Education. Pantanal Children. Quilombolas Children. Identity.

PÁGINAS: 197
GRANDE ÁREA: Outra
ÁREA: Multidisciplinar
RESUMO:

The present research, entitled "Children's Education of Pantaneira Children in the Quilombola Community of Chumbo de Poconé - MT" aims to understand the meanings of specific pedagogical relationships to the development of the constitution of collective Pantaneira/Quilombola identity of children enrolled in the Children's Education Center Vovó Theophilia. It sought to identify which elements of quilombola and Pantanal culture children from early childhood education experience in their daily lives and how they are meant in the development of pedagogical practices. It assumes that Early Childhood Education is a right for all Brazilian children from 0 to 6 years of age. The qualitative approach research, in the theoretical-methodological perspective “Meanings Network” (ROSSETTI-FERREIRA et. All. 2004) was carried out at the Vovó Teófila Child Education Center in the Quilombola do Chumbo Community in the municipality of Poconé-MT, in the period of February to October 2020, divided into three complementary stages: participant observation with records in a field notebook, footage and photographs; analysis of the Pedagogical Political Project of the Child Education Institution; and conducting interviews with teachers, pedagogical coordinator, school director, pedagogical support professionals and community elders. The research subjects were the director, pedagogical coordinator, teachers, administrative support staff, 128 children from kindergarten, 03 community elders. The main theorists who made possible the weaving of a network of meanings attributed to early childhood education of quilombola/pantaneira children were: Bakhtin (1981, 1997, 1999), Barbosa (2008), Blabla (1998), Castilho (2011, 2019), Ceswell (2010), Charlot (2000, 2011, 2013), Ferreira (2014), Freire (1996, 2000, 2006), Hall (2006), Libâneo (2008), Minayo (2010), Moura (1997), Munanga (2006 ), Pasuch (2005, 2012), Piaget (1987), Tiriba (2016, 2018), Valsiner (1987,1997). Vygotsky (1991; 1993), Wallon (in Werebe & NadelBrulfert,1986), and, National Curriculum Guidelines for Early Childhood Education (2009), Common National Curriculum Base (2018), National Curriculum Guidelines for Quilombola Education (2012), Curriculum Guidelines Nationals for the Education of Ethnic-Racial Relations and for the teaching of Afro-Brazilian and African History and Culture (2009). The information shows us how important it is to work diversity with children in early childhood education so that from an early age they feel loved, love each other and begin to develop a sense of belonging as well as respect for their origin and identity. The community's concern and collective struggle for public policies that guarantee quality early childhood education for all children enrolled in quilombola schools is noticeable. This research is of great social and academic relevance, it will greatly contribute to future research on quilombola childhood education. 

MEMBROS DA BANCA:
Presidente - 537.597.969-15 - JAQUELINE PASUCH - UNEMAT
Externo à Instituição - SUELY DULCE DE CASTILHO - UFMT
Interno - 25648011 - WALDINEIA ANTUNES DE ALCANTARA FERREIRA