EARLY CHILDHOOD EDUCATION AND ETHNIC-RACIAL RELATIONS: AN ANALYSIS OF ACADEMIC PRODUCTION IN EDUCATION (2019-2023)
Discussions regarding childhood, Early Childhood Education (ECE), and racial relations have occupied an important space in theoretical and academic debates. Therefore, the purpose of this paper is to identify the academic production addressing Early Childhood Education and Ethnic-Racial Relations ov...
| Autores: | , , , , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade do Estado da Bahia (UNEB) |
| Repositorio: | Cenas Educacionais |
| Idioma: | portugués |
| OAI Identifier: | oai:revistas.uneb.br:article/20653 |
| Acceso en línea: | https://www.revistas.uneb.br/cenaseducacionais/article/view/20653 |
| Access Level: | acceso abierto |
| Palabra clave: | Early childhood education Ethnic-racial relations Academic research Educación infantil Relaciones étnico-raciales Investigación académica Educação infantil Relações étnico-raciais Pesquisa acadêmica |
| Sumario: | Discussions regarding childhood, Early Childhood Education (ECE), and racial relations have occupied an important space in theoretical and academic debates. Therefore, the purpose of this paper is to identify the academic production addressing Early Childhood Education and Ethnic-Racial Relations over the past five years (2019 to 2023), as well as to analyze the scope of current research on this subject. This study follows a qualitative, bibliographic, and exploratory methodological design (Gil, 2002; Oliveira, 2010). To achieve the objectives, we conducted a scientific research on Early Childhood Education and Ethnic-Racial Relations over a five-year period (2019-2023) using two databases: Scielo and the Capes Journal Portal. The theoretical framework of this study is based on the Sociology of Childhood (Sarmento, 2007), Early Childhood Education, and Racial Relations, with contributions from Cruz (2024), Santiago (2013, 2020), and Noguera (2020). The results show that discussions in the field of Early Childhood Education have progressed two decades after the enactment of Law No. 10.639/03. However, research in this area remains limited in terms of its alignment with the legal framework and the guidelines produced from it. The evidence indicated low volume of academic production, considering the recent context of Early Childhood Education policies and legislation concerning racial issues. |
|---|