Education on ethnic-racial relations in children’s education: the arts of teaching
This article has as purpose the analysis of the arts of doing the Education on Ethnic-Racial Relations (ERER) related to the faculty members under continuous training working with Child Education in the city of Vitória/ES. It is a Collaborative Research-Action, which uses as sources the documents pr...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Universidade Federal do Tocantins
2023-05-01
|
| Series: | Revista Brasileira de Educação do Campo |
| Subjects: | |
| Online Access: | https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15785 |
| _version_ | 1797810668926140416 |
|---|---|
| author | Érica Bolzan André da Silva Mello |
| author_facet | Érica Bolzan André da Silva Mello |
| author_sort | Érica Bolzan |
| collection | DOAJ |
| description | This article has as purpose the analysis of the arts of doing the Education on Ethnic-Racial Relations (ERER) related to the faculty members under continuous training working with Child Education in the city of Vitória/ES. It is a Collaborative Research-Action, which uses as sources the documents produced during the formation process. These documents are derived from the activities performed in virtual environment and from reflexive texts written by teachers, published as books. Through collective reflections, the faculty members could develop diverse ways to approach ERER, using folk dances and African and Afro-Brazilian literature in order to achieve their goals. As a result, it was identified that teachers make use of different languages during their pedagogical mediations, acknowledge and value the children’s main role in the practices implemented by ERER. In conclusion, regarding the arts of teaching ERER, the faculty members were engaged with the Children’s Education curricular dynamic itself, which is not organized in a disciplinary way, and having the presence of childhood conception in the guidance documents that search for avoiding children to be in an invisible social condition, recognizing them as active subjects in their learning and developing processes. |
| first_indexed | 2024-03-13T07:12:17Z |
| format | Article |
| id | doaj.art-d16979e3e5da40ae81ece56e5eff9504 |
| institution | Directory Open Access Journal |
| issn | 2525-4863 |
| language | English |
| last_indexed | 2024-03-13T07:12:17Z |
| publishDate | 2023-05-01 |
| publisher | Universidade Federal do Tocantins |
| record_format | Article |
| series | Revista Brasileira de Educação do Campo |
| spelling | doaj.art-d16979e3e5da40ae81ece56e5eff95042023-06-05T22:09:33ZengUniversidade Federal do TocantinsRevista Brasileira de Educação do Campo2525-48632023-05-01812510.20873/uft.rbec.e15785Education on ethnic-racial relations in children’s education: the arts of teaching Érica Bolzan0https://orcid.org/0000-0002-3759-598XAndré da Silva Mello1https://orcid.org/0000-0003-3093-4149Universidade Federal do Espírito Santo - UFESUniversidade Federal do Espírito Santo - UFESThis article has as purpose the analysis of the arts of doing the Education on Ethnic-Racial Relations (ERER) related to the faculty members under continuous training working with Child Education in the city of Vitória/ES. It is a Collaborative Research-Action, which uses as sources the documents produced during the formation process. These documents are derived from the activities performed in virtual environment and from reflexive texts written by teachers, published as books. Through collective reflections, the faculty members could develop diverse ways to approach ERER, using folk dances and African and Afro-Brazilian literature in order to achieve their goals. As a result, it was identified that teachers make use of different languages during their pedagogical mediations, acknowledge and value the children’s main role in the practices implemented by ERER. In conclusion, regarding the arts of teaching ERER, the faculty members were engaged with the Children’s Education curricular dynamic itself, which is not organized in a disciplinary way, and having the presence of childhood conception in the guidance documents that search for avoiding children to be in an invisible social condition, recognizing them as active subjects in their learning and developing processes.https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15785children’s educationethnic-racial relationscontinuous trainingarts of doing. |
| spellingShingle | Érica Bolzan André da Silva Mello Education on ethnic-racial relations in children’s education: the arts of teaching Revista Brasileira de Educação do Campo children’s education ethnic-racial relations continuous training arts of doing. |
| title | Education on ethnic-racial relations in children’s education: the arts of teaching |
| title_full | Education on ethnic-racial relations in children’s education: the arts of teaching |
| title_fullStr | Education on ethnic-racial relations in children’s education: the arts of teaching |
| title_full_unstemmed | Education on ethnic-racial relations in children’s education: the arts of teaching |
| title_short | Education on ethnic-racial relations in children’s education: the arts of teaching |
| title_sort | education on ethnic racial relations in children s education the arts of teaching |
| topic | children’s education ethnic-racial relations continuous training arts of doing. |
| url | https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15785 |
| work_keys_str_mv | AT ericabolzan educationonethnicracialrelationsinchildrenseducationtheartsofteaching AT andredasilvamello educationonethnicracialrelationsinchildrenseducationtheartsofteaching |