Banca de DEFESA: JUSSE RAQUEL NUNES DE OLIVEIRA

CONTINUED TRAINING OF EARLY YEAR TEACHERS FROM AN INCLUSIVE AND ANTI-RACIST PERSPECTIVE: KNOWLEDGE AND PEDAGOGICAL PRACTICES IN THE CONTEXT OF THE JOSÉ BONIFÁCIO QUILOMBOLA SCHOOL IN QUILOMBO DO CURIAÚ/AP

Inclusive Education; Anti-Racist Education; Continuing teacher training; Pedagogical Product; Quilombo;

This research entitled “Continued training of teachers in the early years from an inclusive and anti-racist perspective: knowledge and pedagogical practices in the context of Escola Quilombola José Bonifácio in Quilombo do Curiaú/AP” aims to contribute to the continued training of teachers in the early years initial proposals, proposing the holding of workshops focused on inclusive and anti-racist pedagogical practices in the context of the Quilombola School of Cria-ú/AP. In this sense, the study aims to analyze how early years teachers develop their pedagogical practices and knowledge from the perspective of inclusive and anti-racist education in the context of the quilombola school, in order to identify the main difficulties in developing inclusive pedagogical practices, with didactic action -pedagogical with an interventionist-pedagogical nature. The study consists of a qualitative, exploratory approach, with a technical case study procedure, using observation, interviews and semi-structured questionnaires as data collection instruments, with an additional normative approach set out in Law no. 10,639/03 and in Resolution no. 08/2012. Preliminary results show that, in teacher turnover, there is implementation of the Afro-referenced curriculum and, although there is an effort on the part of employees to implement inclusion and anti-racist policies in pedagogical practices and knowledge, resources are limited and there is a lack of access to current strategies and tools. digital technologies to consolidate inclusion, anti-racist schooling and students’ permanence in school. Thus, the continued training that is intended dialogues directly with the use of available materials, with innovative methodological strategies and with the preparation of teachers in affirming Quilombo's identity, contributing to the development of more significant pedagogical actions.