Resumo

SOUZA, Edmacy Quirina de  e  DINIS, Nilson Fernandes. Image, biopower and racism in child education institutions. Rev. Elet. Educ. [online]. 2019, vol.13, n.1, pp.260-277.  Epub 05-Ago-2019. ISSN 1982-7199.  https://doi.org/10.14244/198271992498.

This article aims to analyze how ethnic-racial differences constitute the organization of spaces and educational environments from the imagery practices that adorn the school spaces. We propose to analyze the concepts of biopower and racism, relating them to the images collected in the researched institutions, reflecting how the images materialize and express racist discourses, propagating whitening and valuing Eurocentric culture. These images constitute panels, photos, engravings and drawings which make up the geography of the school. The investigative work was based on the theoretical and epistemological principles of the post-structuralist qualitative approach. Through the analyzed discursive materialities, the readings of the imagery texts exhibited in the school context are processed. The images were recorded in twelve institutions of early childhood education in the years of 2013 and 2014 in the municipality of Itapetinga, a city located in the Southwest region of Bahia. The results of this study point to the need to invest in the formative processes of teachers who care for and educate children in the institutions of early childhood education, in view of the re-dimensioning of their action regarding ethnic-racial issues.

Palavras-chave : Childhood; Ethnic-racial relations; Racism; Biopower.

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