PARIDADE RACIAL COMO CHAVE PARA DESVELAR AS EXPRESSÕES DA BRANQUITUDE NA EDUCAÇÃO INFANTIL
Abstract
ABSTRACT: In this article the objective is to present part of a master's research, which investigated the education of ethnic-racial relations based on whiteness studies. The focus of the research was to understand whiteness as a power practice expressed in the educational-pedagogical experiences of early childhood education. What I called Racial Parity presented itself as one of the genesis, the initial stage for consolidation and perpetuation of whiteness in the relationships between white teachers and white children. In this sense and as stated by Liv Sovik (2004), an exercise is necessary to apprehend, seek, rummage to identify whiteness in a specific context, in which case the early childhood institution was taken as a locus, to apprehend the exercise of whiteness. As a practice of power, considering the educational-pedagogical experiences between child / child / adult / child, the social relations configured by the subjects and the materialities, this is what this text will discuss.
Keywords: Whiteness. Racial parity. Child education. Education of Ethnic-Racial Relations.
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