RELAÇÕES ÉTNICO-RACIAIS E EDUCAÇÃO INFANTIL: PRÁTICAS PARA UMA EDUCAÇÃO INCLUSIVA

This article deals with the experiences of continuing education teachers with early childhood education, como extension actions within the Study Group on Education, Diversity and Inclusion – GEPEDI, the Federal University of Mato Grosso do Sul, whose purpose was to discuss and develop pedagogical practices with a focus on ethnic and racial diversity for the realization of the National Curriculum Guidelines for Early Childhood Education (2009), and also the National Curriculum Guidelines for Teaching History and Afro-Brazilian Culture and African (2004). As well, the research developed in parallel to this process of training interventions that fed. The axes of play fulness and interaction as guiding the work and the multiple languages were considered such as themake-believe, the social practices of reading, writing and speaking skills, know ledge of art and musicalizacion. The results indicate that teachers enthusiastically participate in the proposed activities, agree on the need to change the curriculum of early childhood education in the perspective presented, but in their every day action she feelin secure and only to the extent that receive local support are encouraged to develop some experience with the theme. qualquer menção ao tema da raça e do racismo nas disciplinas obrigatórias. A formação de psicólogos ainda está centrada na ideia de um desenvolvimento do psiquismo humano igual entre os diferentes grupos racializados. Assim como as categorias de classe e de gênero são fundamentais na constituição do psiquismo humano, a categoria raça é um dos fatores que constitui, diferencia, hierarquiza e localiza os sujeitos em nossa sociedade.