Education for ethnic-racial relations and teacher training at the State University of Bahia

• Autor(a) principal: Renata Meira Veras
• Data de Publicação: 2022
• Outros Autores: Vitória Passos, Mariana Prates, Mlena Amorim, Sheyla Fernandes
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.36367/ntqr.12.2022.e631
• topic: Universidade; Formação docente; Diretrizes Curriculares Nacionais; Relações Étnico-Raciais; University; Teacher training; National Curriculum Guidelines; Ethnic-Racial Relations

Introduction. The enactment of Law 10,639/2003 was an important achievement for Brazilian education, as it enabled the creation of National Curriculum Guidelines for the Education of Ethnic-Racial Relations and the Teaching of Afro-Brazilian and African History and Culture, which established the mandatory teaching of the theme “Afro-Brazilian History and Culture” in basic education and, consequently, in teacher training. Thus, understanding how this regulation is being applied is essential. Objective. To analyze how the ethnic-racial contents are inserted in the curricula of the degrees at the State University of Bahia. Methods. Documentary study, with cross-sectional exploratory character and qualitative approach, based on cloud of words and analysis of similarity, about the texts of the menus of undergraduate courses at UNEB, supported by the software IRAMUTEQ. Results. Of the 550 disciplines menus analyzed, 181 were directly related to the NCGs for the Education of Ethnic-Racial Relations. On the other hand, 369 showed an indirect relationship with these NCGs. The word cloud and the similarity tree indicated that the approach to the constitution of the Brazilian territory and the cultural perspectives are main aspects for the discussion of the theme in the curricula and, to a lesser extent, the focus on the conformation of the territory and African culture. and indigenous. Conclusions. The menus that addressed the ethnic-racial content did so mainly through socio-historiographical, cultural and political discussions that make up Brazil. This fact corroborates the provisions of the NCGs for the Education of Ethnic-Racial Relations and Law 11,645/2008. It is known that the concepts of culture, as well as the theoretical references used in Universities, may or may not reinforce coloniality and racism. From this, the attempt to build a curriculum based on the NCGs and on the attenuation of racist mechanisms is something very significant, however, with points to be adjusted.