Continuing education for Basic Education teachers and the teaching of ethnic-racial relations: analyzes and counterparts to epistemological absences

• Autor(a) principal: Sousa, Mariana Alves de
• Data de Publicação: 2022
• Outros Autores: Galindo, Monica Abrantes, Barbosa, Maria Valéria
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Acta Scientiarum. Education (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/62313
• topic: black movement; diversity; curriculum guidelines.; movimiento negro; diversidad; directrices curriculares.; movimento negro; diversidade; diretrizes curriculares.

This article proposes an analysis and discussion about the extent to which the National Curriculum Guidelines for the Continuing Education of Basic Education Teachers contemplate the teaching of ethnic-racial relations. Taking into consideration the contributions of Sociology for the comprehension of social phenomena, the present work aims at highlighting the theoretical and political contribution of the black intellectuals to subsidize and problematize the formation of teachers regarding the approach of ethno-racial themes. Based on studies critical to coloniality, we seek to identify the absences and, above all, the possibilities to contemplate these theoretical references in the curricular formulation of teacher education from the analysis of the referred guidelines. We intend to highlight the importance of teacher education being aligned with the emergence of new epistemes that have been constituted by the need to understand social relations based on the interaction between subjects and the diversity that constitutes them. From the bibliographical research methodology, we resorted to theoretical references that deal with the increase in the theoretical and methodological production of black intellectuals in the academic context, in face of the increase in their access to higher education, as a result of the actions of black social movements. With this, we aim to demonstrate how this process can contribute so that the construction of the curricula destined for teacher education contemplates diversities (especially ethno-racial) in its theoretical aspects, aiming at the construction of an education that is effectively a citizen. Through the proposed reflections, we emphasize that access to quality education, the guarantee of the right to access the history and culture produced by a racial-ethnic group that contributed significantly to the socio-cultural and political construction of the country, are fundamental elements for the construction of an emancipating education aimed at reducing socio-racial inequalities.