TENSÕES ÉTNICAS E FENOTÍPICAS NA EDUCAÇÃO INFANTIL

PERTINÊNCIAS E DESCAMINHOS

Abstract

The ongoing research presented here falls within the scope of the Doctoral Research in Education. It is one of the dimensions of the “Program: Critical Theory for Nonconformity: Non-Identity as a Telos of Ethnic and ‘Racial’ Relations”. The present excerpt, presented here, aims to explain and analyze the ethnic and phenotypic tensions evidenced in the context of Early Childhood Education in a school in Campo Grande, Mato Grosso do Sul. We are guided by a qualitative research of an ethnographic and documentary nature with appropriation of bibliographies. The theme or the research is justified by the understanding that social relations (micro society) in Early Childhood Education are also based on the interrelationship between the subjects of this context based on the phenotypic ethnic affectation. The phenotypic ethnic affectation is understood here as the way in which individuals interrelate by privileging the external perception of the Other beyond their explicit subjectivities, but rather in the relationship objectified by the corporal exteriority. This theme will be addressed in light of studies on the sociology of childhood and children, child anthropology, cultural studies and critical theory of society. Our main hypothesis to be investigated or refuted is that, in the school context, we should expand the didactic micro-rebellions that enhance discussions on themes involving self-perception and the Other, giving rise to micro-social tensions.