influenciados por normalizações, padrões de comportamento, moralizações, prevenções
à marginalidade ou relacionado aos discursos que conformam os modos de ser, poder
e saber na sociedade do projeto moderno-capitalista-colonizador-eurocêntrico; há
também na práxis dos sujeitos periféricos potencialidades educativas contra-
colonizadoras/de(s)colonizadoras e emancipatórias junto das crianças, visto que buscam
ensiná-las os caminhos da solidariedade, da consciência crítica, do empoderamento, do
antirracismo e da convivência coletiva.
Palavras-chave: Educação infantil. Periferia. Cidadania. Decolonialidade. Emancipação.
ABSTRACT
This research sought to understand what teachers and families of the school community
of an early childhood education institution in the periphery say and do about the education
of three-year-old children for the exercise of citizenship. The specific objectives were: a)
to conceptualize what are subjects and subjects of the school community of an early
childhood education institution in the periphery; b) conceptualize what citizenship is and
its relationship with emancipatory struggles; c) discuss the conceptions of citizenship of
teachers and families of three-year-old children in a kindergarten class; d) identify how
citizenship is materialized or not in everyday actions in the context of the early childhood
education institution and family-social of the children in the daycare class 3 researched;
and e) analyze how the conceptions of families and teachers about citizenship relate to
the education of oppressed-peripheral children. This is a qualitative research that
articulates theoretical and empirical fields throughout the discussion, based on the activist
ethical-ontoepistemology of decolonial-emancipatory studies and on the ethnographic
case study method. In the theoretical part, the relationship between citizenship, periphery
and early childhood education was analyzed. In the empirical, document analysis,
participant observation from august to december 2019 with a group of three-year-old
children from the Palmares Municipal Children's Center, in Betim-MG and interviews with
three teachers and five families. It is concluded that CIM Palmares is a peripheral school
community, children and families have a low-income profile (95.14%), black children
(58.5%), and many parents (25.4%) and mothers (19.2%) of children did not complete
basic education and a high percentage of children and families do not have their own
home (41%). The education of children is carried out at the crossroads, in which, even
when the educational processes are influenced by normalizations, behavior patterns,
moralizations, prevention of marginality or related to the discourses that shape the ways
of being, power and knowledge in the society of the project modern-capitalist-colonizing-
Eurocentric; there is also in the praxis of peripheral subjects educational potentialities
against colonizing/de(s)colonizing and emancipating children, as they seek to teach them
the paths of solidarity, critical awareness, empowerment, anti-racism and collective
coexistence.
Keywords: Early childhood education. Periphery. Citizenship. Decoloniality.
Emancipation.
Data da submissão: 20/09/2022
Data da aprovação: 14/12/2022