Banca de QUALIFICAÇÃO: ERICKA MARCELLE BARBOSA DE OLIVEIRA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : ERICKA MARCELLE BARBOSA DE OLIVEIRA
DATE: 22/08/2022
TIME: 14:00
LOCAL: CEDU - Centro de Educação (online)
TITLE:

Marks of coloniality in child education: an analysis of the epistemic and praxiological dimensions of Brazilian stricto sensu production in a decolonial perspective

KEY WORDS:

Early Childhood Education. Decoloniality. State of Knowledge. Pedagogical practices.

PAGES: 65
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Pré-Escolar
SUMMARY:

The Brazilian stricto sensu production that focuses on decolonial epistemes has shown significant growth since 2010, with research being located in diversified areas of knowledge. The plural and political-analytical character of the decolonial category as a theoretical and epistemological tool to understand the logic of modernity/coloniality and its colonial matrix of power – MCP (MIGNOLO, 2017) also has a significant impact on the field of education. Decoloniality, or the decolonial turn, as an epistemic conception, emerges from the problematization of the modern scientific paradigm, which has its foundation in the unequal relations of power and knowledge as a result of colonial hegemony. It can also be understood as a theoretical-methodological contribution that comes from Latin America and from intellectuals who are inserted in localities, interiorities and geographies considered subaltern, with the aim of contesting and transposing European modernity, through the denunciation of coloniality as a matter that imprisons. Under this bias, this doctoral research in education thematizes the marks of coloniality in early childhood education. It raises the following question as a problem: what are the contributions of Brazilian stricto sensu production to the understanding of the marks of coloniality of power, knowledge and being present in early childhood education practices? As an unfolding of this initial question, we have: what do the epistemic and praxiological dimensions of research reveal about how knowledge about this theme has been produced? The investigation is anchored in the decolonial framework, especially in the production of the Modernity and Coloniality Network (M/C) composed by Anibal Quijano, Walter Mignolo, Ramón Grosfoguel, Santiago Castro-Gomez, Catherine Walsh, Henrique Dussel and others. Thus, its general objective is to analyze the contributions of Brazilian stricto sensu production to the understanding of the coloniality marks of power, knowledge and being present in early childhood education practices, highlighting the epistemic and praxeological dimensions of research, to show how it comes knowledge about this theme is being produced. As specific objectives, it is dimensioned: to reflect on the contributions of decolonial thinking as a theoretical and epistemological tool to unveil the logic of modernity/coloniality and its impacts on education, especially on early childhood education; to elaborate the State of Knowledge of the Brazilian stricto sensu production on the theme of decoloniality and educational practices developed in early childhood education; to analyze the specificities that occur in the decolonial debate on early childhood education practices, based on theses and dissertations in Education in Brazil. This is a State of Knowledge (CE) type research, with a predominantly qualitative approach and a bibliographic-documentary nature. With this scope, at first, a mapping of dissertations and theses produced in Brazilian graduate programs was carried out, from the Digital Library of Theses and Dissertations of CAPES (BDTD), Google Scholar and digital repositories of universities, among the months from June to August 2021. Three steps were followed to map the surveys: 1) online search in digital databases and selection of works by reading titles, abstracts and keywords; 2) preliminary quantitative data analysis; 3) thematic categorization and discussion of the studies, based on the reading of abstracts and some works in full. In the second moment, the propositional stage of the CE (MOROSINI, 2015) will be explored, in the light of the precepts of Bardin's Content Analysis (2016), which will make it possible to reveal, from what has already been released by the academic community, other interpretations raised by the chosen theme.

BANKING MEMBERS:
Presidente - 1835863 - ANDERSON DE ALENCAR MENEZES
Interno - 1674840 - CLERISTON IZIDRO DOS ANJOS
Interno - 059.237.388-64 - SILVIO ANCISAR SANCHES GAMBOA - UNICAMP
Interno - 1121375 - WALTER MATIAS LIMA
Externa à Instituição - MARCIA APARECIDA GOBBI - USP
Externa à Instituição - JACQUELINE MORAES TEIXEIRA - UnB
Externa à Instituição - NANCI HELENA REBOUCAS FRANCO - UFBA