A educação das relações étnico-raciais na formação inicial de professores

Abstract

This study has as its object the education of ethnic-racial relations in the context of the initial training of teachers, it is part of the Research Group History and Historiography of Brazilian Education and the Research Line of Educational History and Policy. It aims to analyze the effectiveness of contents related to the education of ethnic-racial relations in the context of initial teacher training. The research theme is supported by law 10.639/2003 regarding the mandatory teaching of Afro-Brazilian history and culture and presents pertinent questions, as it has the potential to allow the recognition and appreciation of black students, as well as their identity and importance for the formation of Brazilian society. There is a need for initial teacher training so that they can teach the contents adequately, contemplating the legislation. Teacher training faces numerous challenges due to the complexity of issues such as relating educational practice to theoretical and practical knowledge, education being an extremely important factor for the development of society, where knowledge is essential. The study has a qualitative research approach, characterized as an investigation that aims to approach the world, explain social phenomena. The methodological procedures were guided from the document analysis of the Pedagogical Projects of the Degree Courses of a private college in the city of Ponta Grossa, PR, with the following key concepts: knowledge related to the Education of Ethnic-Racial Relations and knowledge related to Education of Ethnic-Racial Relations. The Course Political Projects are the documents that present data that will be interpreted and elaborated in the light of the authors present in the theoretical framework and in accordance with the very conception and intention of the document itself. It is understood that initial teacher training becomes essential from the development of reflections and constructions of political-pedagogical actions around the theoretical and practical relationship that addresses issues related to education and ethnic-racial relations aimed at re-signification of training Brazilian identity and the confrontation of historical inequalities that place the black population in conditions of structural disadvantage in the field of access to fundamental rights that are reflected in the various social indicators. It is necessary that educational institutions rethink the curricular organization, so that gaps in teacher education can overcome the challenges posed by professionals - which justify the absence of the theme, especially with regard to the education of ethnic-racial relations. In this perspective, the curricula of degree courses, although they have undergone transformations in the sense of expanding the formative dimension of teachers with regard to education for ethnic-racial relations, are still implied by a socio-historical view of education. Another important aspect in teacher training, with regard to the university, are discussions about the ERER that should not be restricted to teaching or the discipline, but include extension and research activities. Discussions in academic events, debates, study groups and research are important instruments in the students' formative processes.