Enlace da educação para as relações étnico-raciais com a ludicidade na prática educativa: um entrelaçamento possível?

Abstract

The main objective of this research was to identify how the educational practices developed by teachers of the Elementary School in the Early Years of a teaching unit of the Municipal network of Feira de Santana are constituted for the Education of Ethnic-Racial Relations as well as the use and intertwining of playfulness in this process. To reach this goal, we propose the following problem: How are Ethnic-Racial Relations Education and the use of playfulness present and intertwined in the educational practices of teachers of the Elementary School in the early years of a public school in the city of Feira de Santana-Bahia? We also outlined the following specific objectives: i) To understand which conceptions and practices teachers manifest for the Education of Ethnic-Racial Relations and Ludicity in their educational practice; ii) To analyze how education for Ethnic-Racial Relations established by the Law 11.645/2008 is being included in the educational practices of teachers; iii) To create a textbook in a participatory approach with the research subjects, reflecting the educational practices and actions towards Ethnic-Racial Education through Ludicity. To answer the question and achieve the proposed goal, we followed the methodological bias according to the approaches of Brandão (2006), Freire (1996), Bogdan and Biklen (1994), Pradanov (2013) and André (2013). The research was conducted with five participants from a Municipal School in Feira de Santana. The study approach adopted was the participant research, because it deals with themes with dynamic context and in view of the possible temporal ballast of the participants, we emphasize that the researcher is an integral part of the process. For the data survey we used a questionnaire, interviews, and participant observation. The data analysis and treatment were carried out by means of Categorization. The data produced demonstrates the urgent need to update the legal bases of REER and the applicability in the school curriculum, and also highlights the lack of ludic appropriations in educational practices, since it was evidenced the absence of planning that covers the Law No. 11.645/2008, as well as the state of outdatedness about the potential of play to educate for diversity. The dialogues with the research subjects were fruitful and their fruits were visible in the educational environment. We emphasize that we are aware that this study does not end here, for we did not deal with all the demands that the theme holds, but our field of study was reached. Thus, we hope that this study will be used by other researchers, giving continuity to the propagation of anti-racist education.