Banca de DEFESA: ERICKA MARCELLE BARBOSA DE OLIVEIRA

Marks of coloniality in Early Childhood Education: an analysis of the epistemic dimensions of Brazilian stricto sensu production from a decolonial perspective (2014-2022)

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

The aim of this doctoral research is to analyze the contributions of the Brazilian stricto sensu production to understanding the marks of coloniality present in the educational practices of early childhood education. It is based on decoloniality as an epistemic conception that starts from Latin America and from intellectuals who are inserted in localities, interiorities and geographies considered subaltern, with the aim of challenging and transposing the modern scientific paradigm founded on unequal relations of power and knowledge as a result of colonial hegemony, by denouncing coloniality as a matter that imprisons. The research is anchored in decolonial theoretical references, especially those of the Modernity and Coloniality Network (M/C), and in interpretative and critical perspectives from childhood and children's studies. This is a State of Knowledge study, with a qualitative approach and a bibliographic-documentary nature. The time frame of the research covers the period from 2014 to 2022. The research's analytical corpus is made up of 15 works, 09 dissertations and 6 theses, mapped from searches carried out in the CAPES Digital Library of Theses and Dissertations (BDTD), Google Scholar and university digital repositories. With this scope, the data was analyzed at two levels: 1) quantitative and qualitative analysis of the research, grouped around two thematic axes, childhood, research with children and decoloniality; pedagogical practices in early childhood education and decoloniality; 2) documentary analysis based on the assumptions of content analysis. The results point to the racial issue as the predominant theme in all the research on educational practices in early childhood education and decoloniality, highlighting both actions and conceptions that reflect colonialist power structures that continue to impact the daily life of early childhood education, such as racism and whitocentric pedagogies, as well as confrontations and resistance to colonialist hegemonic thinking through the social logics of action of black and white children in interaction with each other and with adults, and the pedagogical practices of teachers based on the education of ethnic-racial relations. These issues have an impact on the early childhood education contexts researched and question the urgency of educational practices that are built on alternative enunciations, epistemologies, cultures and knowledge to the hegemony of the modern/colonial paradigm of rationality that underpins formal institutional education and, even more particularly, conceptions of childhood.