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

• Autor(a) principal: de Sousa, Mariana Alves [UNESP]
• Data de Publicação: 2022
• Outros Autores: Galindo, Monica Abrantes [UNESP], Barbosa, Maria Valéria [UNESP]
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://dx.doi.org/10.4025/actascieduc.v44i1.62313; http://hdl.handle.net/11449/246066
• topic: Black movement; curriculum guidelines; diversity

This paper proposes an analysis and discussion on the extent to which the National Curriculum Guidelines for the Continuing Education of Basic Education Teachers contemplate the teaching of ethnic-racial relations. Considering the contributions of Sociology to the understanding of social phenomena, this study aims to highlight the theoretical and political contribution of the black intelligentsia to subsidize and problematize the training of teachers with regard to the approach of ethnic-racial themes. Based on studies critical to coloniality, we seek to identify absences and the possibilities to contemplate these theoretical frameworks in the curriculum formulation of teacher education from the analysis of these guidelines. We intend to highlight the importance of teacher education aligned with the emergence of new epistemes that have been constituted in the face of the need to understand social relations from the interaction between individuals and the diversity that constitute them. Based on the bibliographic research methodology, we used theoretical references that deal with the increase in the theoretical and methodological production of Black intellectuals in the academic context, in view of the expansion of their access to higher education, as a result of the actions of black social movements. Thus, we aim to demonstrate how this process can contribute to the construction of curricula for teacher training contemplating diversities (especially ethnic-racial) in their theoretical aspects, aiming at the construction of an effectively citizen education. Through the proposed reflections, we emphasize that access to quality education, the guarantee of the right to access to history and culture produced by an ethnic-racial group that contributed significantly to the socio-cultural and political construction of the country, are fundamental elements for the construction of an emancipatory education with a view to reducing socio-racial inequalities.