This study has as its theme the continuing education of teachers, and as an object of investigation, the
production of knowledge about race relations in theses and dissertations published in Brazil, between
2004 and 2018, related to discussions on the theme. It is complemented by the survey of books and
articles related to the same discussions. The research is characterized as predominantly qualitative,
bibliographic and exploratory in the production of knowledge. The main aim is to analyze the production
of knowledge about the continuing education of teachers for race relations in theses, dissertations,
qualis articles and books. In conjunction with this, the specific aims are to detail the theoretical aspects
and the main contributions of the theme of continuing education of teachers for racial relations, with
regard to the specialized literature and publications in books and articles raised during the period; to
identify the conformation of the thesis and dissertation works on continuing education of teachers for
racial relations published in the mentioned period, the regional and institutional origin of these works
and the categories arising from them, considering their objects in interface with the theme; abstract the
presence of the theme in postgraduate programs and the interlocutions made by teachers about it,
considering the trajectory of these agents in the field of their scientific projects and productions. The
research problem shows the extent to which academic productions on continuing education of teachers
for racial relations, in theses and dissertations, define the field of research in the area of Human
Sciences in Brazil from 2004 to 2018. As a result of the presented problem, some research questions
emerge from the structuring of the study: in what aspects and theoretical contributions does the theme
of continuing education for teachers and race relations conform in specialized literature and in
publications in books and articles raised? How are thesis and dissertation works configured, in regional,
institutional terms and the categories arising from them, considering their objects in interface with the
theme? In what way is the presence of the theme in graduate programs constituted and the
interlocutions assumed by teachers about it, considering the trajectories in the field of their scientific
productions? Given the problem, the thesis states that the conformation of thesis, dissertations, books
and articles published from 2004 to 2018 constitutes demands emerging from the production of
knowledge from the Postgraduate Programs in Human Sciences, since the works guided by the
professors of the programs, their areas of interest and the production of their knowledge, does not
specifically constitute a direct, structural and expanded research relationship with the theme of
continuing education of teachers for racial relations, in the period, having summarized, therefore, in
specific experiences, revealed by different study objects, and structured through the research habitus
internalized by the supervising professors. The reading of the object of study is structured through the
theoretical-methodological contribution based on formulations about field, habitus and scientific field by
Pierre Bourdieu (1983, 2003, 2004, 2007, 2011); representation, by Roger Chartier (1991, 2011), initial
and continuing teacher training by Bernadete Gatti (2002, 2005, 2008) and Marli André et al (1999,
2002); teacher training and race relations by Petronilha Silva (2003), Nilma Gomes (2005, 2013) and
Wilma Coelho (2005, 2018). The methodological contribution is structured in Bardin (2011) through
some techniques of Content Analysis, which corresponds to the organization and treatment of the works
raised on the theme. The results point to the quantitative development of defended and published works
on the theme in the period, in relation to discussions previously brought up. These improvements give
visibility to research discussions related to continuing teacher education and race relations at PGPs.
Taking into account the fact that teachers are part of the branch of Education for racial relations, it is
concluded that the study theme does not constitute a continuous and organic dimension in the trajectory
of knowledge production by guiding professors theses and dissertations, based on the reading of their
curriculum lattes.
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