The debate on the inclusion of ethnic-racial issues in training in Brazilian Social Work is essential in view of the presence of the black population in the history and construction of the country, not as part of the past that no longer interferes in the present, but as a factor to understand the structure and conjuncture that founds and characterizes our social question. To think about a committed and quality professional qualification is to think about the curriculum, which in the case of Social Work is a historical field of disputes between antagonistic forces. In this sense, this monograph aims to identify how professional training in Social Work at ICSEZ/UFAM is oriented towards teaching ethnic-racial relations. To do so, we used a qualitative approach, applying the technique of documental research and semi-structured interviews with eight professors who are part of the Structuring Teaching Nucleus of the Course. We carried out a document analysis of the Pedagogical Political Project of 2012, which is in force, and we identified that it does not present in its text guidelines to debate the ethnic-racial theme. The results of the documental analysis indicate that the Course does not yet have specific or optional disciplines already taken on the ethnic-racial issue and that the syllabi still lack bibliographical references with a racialized discussion. Despite this finding, the interviews indicate that teachers have sought strategies to incorporate the theme through transversality, based on the judgment of the need for debate by class. Currently, the Teaching and Collegiate Nucleus has collectively built a proposal to revise the Course Curriculum from an anti-racist perspective. In general, such results demonstrate the urgency of searching for epistemologies that do not reproduce the white, patriarchal, racist, ethnocentric ideology that we seek in the writings of our people, the people of the Amazon. This land is fertile in knowledge that can no longer be silenced.
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