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

Detalhes bibliográficos
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
Resumo: 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.
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spelling Continuing education of Basic Education teachers and the teaching of ethnic-racial relations: analyses and counterparts to epistemological absencesLa formación continua del professorado de Educación Básica y la enseñanza de las relaciones étnico-raciales: análisis y contratidas a las absencias epistemológicosFormação continuada de professores(as) da Educação Básica e o ensino das relações étnico-raciais: análises e contrapartidas às ausências epistemológicasBlack movementcurriculum guidelinesdiversityThis 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.Universidade Estadual Paulista, São PauloUniversidade Estadual Paulista, Rua Cristóvão Colombo, Jardim Nazareth, s/n., São PauloUniversidade Estadual Paulista, São PauloUniversidade Estadual Paulista, Rua Cristóvão Colombo, Jardim Nazareth, s/n., São PauloUniversidade Estadual Paulista (UNESP)de Sousa, Mariana Alves [UNESP]Galindo, Monica Abrantes [UNESP]Barbosa, Maria Valéria [UNESP]2023-07-29T12:30:48Z2023-07-29T12:30:48Z2022-01-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttp://dx.doi.org/10.4025/actascieduc.v44i1.62313Acta Scientiarum - Education, v. 44.2178-52012178-5198http://hdl.handle.net/11449/24606610.4025/actascieduc.v44i1.623132-s2.0-85139801895Scopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPengActa Scientiarum - Educationinfo:eu-repo/semantics/openAccess2023-07-29T12:30:48Zoai:repositorio.unesp.br:11449/246066Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T21:00:57.232490Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv Continuing education of Basic Education teachers and the teaching of ethnic-racial relations: analyses and counterparts to epistemological absences
La formación continua del professorado de Educación Básica y la enseñanza de las relaciones étnico-raciales: análisis y contratidas a las absencias epistemológicos
Formação continuada de professores(as) da Educação Básica e o ensino das relações étnico-raciais: análises e contrapartidas às ausências epistemológicas
title Continuing education of Basic Education teachers and the teaching of ethnic-racial relations: analyses and counterparts to epistemological absences
spellingShingle Continuing education of Basic Education teachers and the teaching of ethnic-racial relations: analyses and counterparts to epistemological absences
de Sousa, Mariana Alves [UNESP]
Black movement
curriculum guidelines
diversity
title_short Continuing education of Basic Education teachers and the teaching of ethnic-racial relations: analyses and counterparts to epistemological absences
title_full Continuing education of Basic Education teachers and the teaching of ethnic-racial relations: analyses and counterparts to epistemological absences
title_fullStr Continuing education of Basic Education teachers and the teaching of ethnic-racial relations: analyses and counterparts to epistemological absences
title_full_unstemmed Continuing education of Basic Education teachers and the teaching of ethnic-racial relations: analyses and counterparts to epistemological absences
title_sort Continuing education of Basic Education teachers and the teaching of ethnic-racial relations: analyses and counterparts to epistemological absences
author de Sousa, Mariana Alves [UNESP]
author_facet de Sousa, Mariana Alves [UNESP]
Galindo, Monica Abrantes [UNESP]
Barbosa, Maria Valéria [UNESP]
author_role author
author2 Galindo, Monica Abrantes [UNESP]
Barbosa, Maria Valéria [UNESP]
author2_role author
author
dc.contributor.none.fl_str_mv Universidade Estadual Paulista (UNESP)
dc.contributor.author.fl_str_mv de Sousa, Mariana Alves [UNESP]
Galindo, Monica Abrantes [UNESP]
Barbosa, Maria Valéria [UNESP]
dc.subject.por.fl_str_mv Black movement
curriculum guidelines
diversity
topic Black movement
curriculum guidelines
diversity
description 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.
publishDate 2022
dc.date.none.fl_str_mv 2022-01-01
2023-07-29T12:30:48Z
2023-07-29T12:30:48Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://dx.doi.org/10.4025/actascieduc.v44i1.62313
Acta Scientiarum - Education, v. 44.
2178-5201
2178-5198
http://hdl.handle.net/11449/246066
10.4025/actascieduc.v44i1.62313
2-s2.0-85139801895
url http://dx.doi.org/10.4025/actascieduc.v44i1.62313
http://hdl.handle.net/11449/246066
identifier_str_mv Acta Scientiarum - Education, v. 44.
2178-5201
2178-5198
10.4025/actascieduc.v44i1.62313
2-s2.0-85139801895
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Acta Scientiarum - Education
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.source.none.fl_str_mv Scopus
reponame:Repositório Institucional da UNESP
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Repositório Institucional da UNESP
collection Repositório Institucional da UNESP
repository.name.fl_str_mv Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)
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