ETHNIC-RACIAL EDUCATION IN DEGREE COURSES AT TWO PUBLIC HIGHER EDUCATION INSTITUTIONS IN BAHIA

• Autor(a) principal: Renata Meira Veras
• Data de Publicação: 2023
• Outros Autores: Vitória Batista Calmon de Passos, Mariana Giulia Chaves Prates, Milena Amorim dos Santos
• 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.17.2023.e840
• topic: Currículo; Etnias; Universidade; Curriculum; Ethnicities; University

The mandatory teaching of Afro-Brazilian and Indigenous History and Culture in Primary and Secondary Education in all school subjects was legally established in Brazil in 2003 and 2008, respectively. Given this, it is necessary to analyze teacher training, specifically, how the inclusion of ethnic-racial themes and issues has taken place in the context of curriculum training. Goals. To this end, we seek to analyze the approach to ethnic-racial issues in the mandatory curricular components of undergraduate courses at the UFBA and the UNEB. Methods. Therefore, a qualitative, comparative research was developed, carried out through document analysis associated with similarity analysis, with support from the Iramuteq software. Chapter Organization. As theoretical parameters, the National Curriculum Guidelines (DCN) for the Education of Ethnic-Racial Relations were considered, as well as Laws nº 10.639/03 and 11.645/08; Results 1004 syllabuses of curricular components of 30 undergraduate courses at UFBA were analyzed. Of these, 27 curricular components presented some approach to the ethnic-racial theme in their text (2.68%). At UNEB, 3,654 curricular components from 69 degree courses were analyzed. Of these components, 550 menus presented ethnic-racial approaches (15.05%). Final Considerations.  It was observed, then, that both universities agree with what is proposed by the DCN and Laws nº 10.639/03 and nº 11.645/2008. However, in relation to the total workload of the course, there is not a satisfactory proportionality of ethnic-racial content in the curricula of the degree courses of the two institutions, especially of UFBA. In addition, it was evident that the combination of methods was fundamental for an expanded and systematized understanding of the theme in public teacher education in the state of Bahia.