Curriculum, Play, and Ethnic-Racial Relations

Practices and Resistances in the UMEIs of Niterói

Authors

DOI:

https://doi.org/10.22478/ufpb.2359-7003.2026v35n1.74743

Keywords:

Early Childhood Education; Ethnic-Racial Relations; Political Pedagogical Project

Abstract

This article analyzes the Political-Pedagogical Projects (PPPs) of five Municipal Early Childhood Education Units (UMEIs) in the Municipal Network of Niterói through the lens of Cultural Studies, with an emphasis on approaches to diversity, education for ethnic-racial relations, and children's identity. Based on the concept of curriculum as a cultural artifact, the study seeks to understand how everyday school practices construct children's subjectivities and promote (or challenge) hegemonic discourses of childhood. The reflections presented here consider playfulness as a structuring axis of Early Childhood Education, articulating knowledge, cultures, and recognition policies within the school space. The analysis of institutional documents (PPPs), in connection with educational policies, is grounded in Paulo Freire’s theoretical framework of emancipatory education, and education for ethnic-racial relations, articulating theory and practice from a decolonial and intersectional perspective in dialogue with cultural studies.

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Author Biography

Lucilia Augusta Lino, Universidade do Estado do Rio de Janeiro- UERJ

Associate Professor at the Faculty of Education of the State University of Rio de Janeiro (UERJ) since March 2015, assigned to the Department of Inclusive and Continuing Education. She holds a Ph.D. in Education from the Pontifical Catholic University of Rio de Janeiro (PUC-Rio, 2004), a Master's degree in Education from the State University of Rio de Janeiro (PROPED, UERJ, 1994), and a Specialization in Differential Psychopedagogy from PUC-Rio (1995). She earned a licentiate degree in Philosophy (UERJ, 1990), a licentiate degree in Languages (UERJ, 1985), and a Bachelor's degree in Portuguese Language and Literatures from the Federal University of Rio de Janeiro (UFRJ, 1982).

She is a retired professor from the Federal Rural University of Rio de Janeiro (UFRRJ), where she worked from 1997 to 2015 in undergraduate and graduate programs (Master's in Agricultural Education – PPGEA/UFRRJ, from 2004), having supervised 18 defended dissertations. Her research and teaching focused on teacher education, the relationship between education quality, democratic management, and social inclusion, professional education, school-family relations, school dropout and failure processes, youth and adult education, inclusive education, and the training of public education professionals.

She was the first Director of the Multidisciplinary Institute, UFRRJ’s campus in Nova Iguaçu (2005–2009), responsible for its implementation; Special Advisor to the UFRRJ Rectorate (2009–2013); Academic Coordinator of the Memory Center (2011–2013); and Vice-President of FAPUR (Foundation for the Support of Scientific and Technological Research of UFRRJ – 2011–2014). She worked for 18 years in the municipal education system of the city of Rio de Janeiro (1979–1997) as a literacy teacher, adult and youth education instructor, and special education teacher, also serving in school management.

She has participated in outreach projects and activities on literacy, youth and adult education, teacher training, and youth-focused initiatives, supported by PROEXT/SESU/MEC (2004/05, 2006/2008) and FNDE/SEB/MEC (2012–2015), grounded in the principles of democratic access, the right to education, and democratic management.

Her research experience lies in the field of Education, particularly in the Sociology of Education, with contributions from Philosophy and the History of Education, and involves projects on education quality, professional education, youth, memory, and teacher training for basic education. She was a member of the SOCED research group (PUC-Rio, 2002–2013) and LEPEDI (UFRRJ). She serves as a reviewer for the journals RETTA and Ciências Sociais em Revista, both from UFRRJ.

She actively participates in social movements related to education and in organizing state-level educational conferences in Rio de Janeiro, such as the I and II COED, CONEB (2009), and CONAE (2010 and 2014), focusing on teacher training, professional recognition, and democratic school management. In Seropédica, she takes part in the Municipal Education Forum.

Currently, she is a member of the State Coordination for Strengthening School Councils in Rio de Janeiro and a member of the State Education Forum (FEE-RJ), where she is part of the coordinating board. She has been a member of ANFOPE (National Association for the Training of Education Professionals) since 1997, serving as State Coordinator (2000–2004, RJ), member of the National Board (2010–2012 and 2014–2016), and Southeast Region Coordinator (2006–2010; 2012–2014). In December 2016, she was elected President of ANFOPE for the 2016–2018 term and re-elected on August 10, 2018, for the 2018–2020 term.

References

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Published

2026-02-08

How to Cite

LOPES BRAGA, Fernado; LINO, Lucília Augusta. Curriculum, Play, and Ethnic-Racial Relations: Practices and Resistances in the UMEIs of Niterói. Revista Temas em Educação, [S. l.], v. 35, n. 1, p. e-rte351202606, 2026. DOI: 10.22478/ufpb.2359-7003.2026v35n1.74743. Disponível em: https://periodicos.ufpb.br/index.php/rteo/article/view/74743. Acesso em: 28 jun. 2026.

Issue

Vol. 35 No. 1 (2026): RTE - Publicação Contínua - Qualis A3

Section

Infâncias, crianças e estudos culturais em educação

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