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This article has as purpose the analysis of the arts of doing the Education on Ethnic-Racial Relations (ERER) related to the faculty members under continuous training working with Child Education in the city of Vitória/ES. It is a Collaborative Research-Action, which uses as sources the documents produced during the formation process. These documents are derived from the activities performed in virtual environment and from reflexive texts written by teachers, published as books. Through collective reflections, the faculty members could develop diverse ways to approach ERER, using folk dances and African and Afro-Brazilian literature in order to achieve their goals. As a result, it was identified that teachers make use of different languages during their pedagogical mediations, acknowledge and value the children’s main role in the practices implemented by ERER. In conclusion, regarding the arts of teaching ERER, the faculty members were engaged with the Children’s Education curricular dynamic itself, which is not organized in a disciplinary way, and having the presence of childhood conception in the guidance documents that search for avoiding children to be in an invisible social condition, recognizing them as active subjects in their learning and developing processes., El objetivo del artículo es analizar las artes de hacer la Educación en Relaciones Étnico-Raciales (ERER) de docentes en educación continua que actúan en Educación Infantil en Vitória/ES. Es una Investigación-Acción Colaborativa, que utiliza como fuentes documentos producidos durante el proceso de formación. Estos documentos provienen de actividades realizadas en una plataforma virtual y textos reflexivos escritos por profesoras, publicados en forma de libro. A través de reflexiones colectivas, las docentes desarrollaron formas diversificadas de abordar el ERER, utilizando danzas populares y literatura africana y afrobrasileña para alcanzar sus objetivos. Como resultado identificamos que las profesoras se apropian de diferentes lenguajes en sus mediaciones pedagógicas y reconocen y valoran el protagonismo de los niños en las prácticas basadas en la ERER. Se concluye que, en las artes de hacer el ERER, las docentes dialogaron con la dinámica curricular de la Educación Infantil, que no está organizada de forma disciplinaria, y con la concepción de infancia presente en los documentos orientadores, que buscan tomar niños de la condición de invisibilidad social, reconociéndolos como sujetos activos en sus procesos de aprendizaje y desarrollo., O objetivo do artigo é analisar as artes de fazer a Educação das Relações Étnico-Raciais (ERER) de docentes em formação continuada que atuam na Educação Infantil de Vitória/ES. Trata-se de uma Pesquisa-Ação Colaborativa, que utiliza como fontes os documentos produzidos durante o processo formativo. Esses documentos são provenientes das atividades realizadas em ambiente virtual e dos textos reflexivos escritos pelas professoras, publicados em forma de livro. Por meio de reflexões coletivas, as docentes desenvolveram maneiras diversificadas de abordar a ERER, utilizando as danças populares e a literatura africana e afro-brasileira para o alcance de seus objetivos. Como resultados, identificamos que as professoras se apropriam de diferentes linguagens em suas mediações pedagógicas e reconhecem e valorizam o protagonismo infantil nas práticas pautadas na ERER. Conclui-se que, nas artes de fazer a ERER, as docentes dialogaram com a dinâmica curricular própria da Educação Infantil, que não se organiza de maneira disciplinar, e com a concepção de infância presente nos documentos orientadores, que buscam tirar as crianças da condição de invisibilidade social, reconhecendo-as como sujeitos ativos em seus processos de aprendizagem e de desenvolvimento. Palavras-chave: educação infantil, relações étnico-raciais, formação continuada, artes de fazer. Education on ethnic-racial relations in children’s education: the arts of teaching ABSTRACT. This article has as purpose the analysis of the arts of doing the Education on Ethnic-Racial Relations (ERER) related to the faculty members under continuous training working with Child Education in the city of Vitória/ES. It is a Collaborative Research-Action, which uses as sources the documents produced during the formation process. These documents are derived from the activities performed in virtual environment and from reflexive texts written by teachers, published as books. Through collective reflections, the faculty members could develop diverse ways to approach ERER, using folk dances and African and Afro-Brazilian literature in order to achieve their goals. As a result, it was identified that teachers make use of different languages during their pedagogical mediations, acknowledge and value the children’s main role in the practices implemented by ERER. In conclusion, regarding the arts of teaching ERER, the faculty members were engaged with the Children’s Education curricular dynamic itself, which is not organized in a disciplinary way, and having the presence of childhood conception in the guidance documents that search for avoiding children to be in an invisible social condition, recognizing them as active subjects in their learning and developing processes. Keywords: children’s education, ethnic-racial relations, continuous training, arts of doing. La educación de las relaciones étnico-raciales en la educación infantil: las artes de hacer docente RESUMEN. El objetivo del artículo es analizar las artes de hacer la Educación en Relaciones Étnico-Raciales (ERER) de docentes en educación continua que actúan en Educación Infantil en Vitória/ES. Es una Investigación-Acción Colaborativa, que utiliza como fuentes documentos producidos durante el proceso de formación. Estos documentos provienen de actividades realizadas en una plataforma virtual y textos reflexivos escritos por profesoras, publicados en forma de libro. A través de reflexiones colectivas, las docentes desarrollaron formas diversificadas de abordar el ERER, utilizando danzas populares y literatura africana y afrobrasileña para alcanzar sus objetivos. Como resultado identificamos que las profesoras se apropian de diferentes lenguajes en sus mediaciones pedagógicas y reconocen y valoran el protagonismo de los niños en las prácticas basadas en la ERER. Se concluye que, en las artes de hacer el ERER, las docentes dialogaron con la dinámica curricular de la Educación Infantil, que no está organizada de forma disciplinaria, y con la concepción de infancia presente en los documentos orientadores, que buscan tomar niños de la condición de invisibilidad social, reconociéndolos como sujetos activos en sus procesos de aprendizaje y desarrollo. Palabras clave: educación infantil, relaciones étnico-raciales, educación continua, artes de hacer.

À partir d’une recherche clinique d’orientation psychanalytique sur le rapport des coordonnateur.trice.s à leurs propres pratiques professionnelles, cet article met la focale sur les différentes façons de faire avec ce que l’on pourrait qualifier de « vulnérabilité » dans les situations d’enseignement qui affecte aussi bien le/la coordonnateur.trice que l’élève. L’analyse de trois entretiens non-directifs tente d’esquisser les pratiques et les gestes professionnelles singulières qui permettent à chacun.e de faire avec la vulnérabilité, en discutant les liens entre ces pratiques, le rapport au savoir et les « arts de faire dans le quotidien » (Certeau, 1990). Based on a psychoanalytically orientated clinical approach, the focus is on different ways of dealing with “vulnerability” in teaching situations that affects both the ULIS coordinator and the pupil. The analysis of three non-directive interviews highlights singular professional gestures that allow each one of the three coordinators to deal with vulnerability and discusses the links between these practices, the relation to knowledge and the "arts of doing in everyday life” (Certeau, 1990).

International audience; Cet article dresse un portrait de Fathallah Mahrûs (1936-2016), une figure du mouvement ouvrier égyptien, célèbre pour ceux qui s’intéressent à l’histoire des luttes sociales à Alexandrie ou au mouvement communiste du pays, mais aussi chez certains militants des années 2010. Fathallah Mahrûs s’était fait, selon les termes de Michel de Certeau dans Les arts de faire, passeur d’une mémoire révoltée et marginalisée d’Alexandrie. Suite à une alphabétisation débrouillarde, il a beaucoup lu et souvent écrit pour la presse communiste, mais il était avant tout un brillant orateur qui savait comprendre les rationalités multiples de ses interlocuteurs. Cet article relate son parcours archétypal mais aussi et surtout les arts de faire et de dire dont il était maître. Il allait dans les interstices de l’interprétation, saisissant le « moment opportun » pour exercer ses talents de rhétoricien et de conteur. Avec son art de la mémoire, il communiquait sa fascination pour l’inventivité ouvrière et l’histoire des siens, restituant une étendue des possibles, passés et futurs.This article features a portrait of Fathallah Mahrûs (1936-2016). This key character of the Egyptian working class struggles is famous among those who take an interest in the history of social conflicts in Alexandria and the country’s communist movement. He was also known among the activists of the 2010’s generation. Fathallah Mahrûs used to pass on a rebellious and marginalized memory of Alexandria, to quote Michel de Certeau’s vocabulary in The arts of doing. Thanks to a resourceful literacy, he read a lot and wrote often for the communist press. But above all, he was a great speaker, partly because he understood the multiple rationalities of his interlocutors. This article narrates his archetypal path but most importantly, it insists on his mastering of some arts of doing and arts of saying. He used to explore the interstices of interpretation as he caught the “right point in time” in order to display his talents for rhetoric and storytelling. He communicated, with his art of memory, his fascination for the working class creativity and the history of his people. Thus he exposed a range of possible, past and future.