Formação de professores, educação infantil e diversidade étnico-racial: Saberes e fazeres nesse processo

Abstract

This article is part of a PhD thesis that examines the ways early childhood teachers make use of the knowledge acquired during continuing education courses designed to stimulate pedagogical practices that addressed ethnic and racial diversity. We analyzed two experiences conducted by Mato Grosso do Sul State Department of Education and Campinas City Department of Education. The work is based on the concepts from the critical theory of education, according to which pedagogical practices are related to social practices and it is the teacher's task to build educational strategies that promote the respect for ethnic and racial diversity.