The research investigates the training of teachers for ethnic-racial relations, in Pedagogy
courses at four federal public universities located in the State of Pará (Universidade Federal
do Pará - UFPA, Universidade Federal do Pará, Federal University of the West of Pará -
UFOPA, Federal Rural University of the Amazon - UFRA and Federal University of the
South and Southeast of Pará -UNIFESSPA) in the perspective of Law No. 11.645/08 and
Resolution CNE/CP 01/2004. It seeks to reveal: To what extent has the inclusion of Teaching
for Education of Ethnic-Racial Relations in the curriculum of Pedagogy courses at these
universities contributed to qualify teachers for the promotion of an anti-racist education? For
this, we used bibliographic and documental research, in the perspective of understanding
educational policies for the ethnic-racial theme from the 90's onwards, its advances, limits and
contradictions through a survey of academic productions on the researched object and
documents produced by the researched institutions such as the Pedagogical Course Projects
(PPC). In addition, we applied questionnaires to professors who teach subjects about ERER in
their respective courses, with the objective of knowing the training of professors who teach
ERER contents and what their conceptions and experiences about the inclusion of this policy
in teacher education are /at. The results point to advances in terms of the presence of subjects
related to ethnic-racial issues, but we identified that the course of formation of the courses
seeks to satisfy legal demands in a peripheral and protocol way, without incorporating into the
institutional demands of the perspective of an anti-racist education.
|
