A educação antirracista na formação docente: um olhar sobre os projetos pedagógicos dos cursos de pedagogia Bahia

Abstract

The present research focused on analyzing the Pedagogical Course Projects (PPCs) of Pedagogy programs offered at federal public universities in Bahia, with the aim of identifying how ethnic-racial relations are addressed in these documents, grounded in the understanding that the curriculum constitutes a field of political and cultural dispute. The study focused particularly on how Law nº 10.639/2003 and Law nº 11.645/2008, which mandate the teaching of Afro-Brazilian, African, and Indigenous History and Culture, have been incorporated into the PPCs and how they guide (or fail to guide) teacher education. An exploratory and qualitative methodological approach was adopted, based on documentary analysis and guided by Bardin’s (1977) Content Analysis for interpreting the collected data. The theoretical framework supporting the analysis draws on the works of Arroyo (2013), Araújo (2013), bell hooks (2013), Gomes (2005, 2012 e 2017), Pinheiro (2023) and Sacristán (2013), as well as the normative documents that regulate ethnic-racial relations in education. The results indicate that although the universities acknowledge the importance of the theme, there are significant discrepancies in how it appears across the PPCs. This reveals that mere normative inclusion does not ensure antiracist practices within the curriculum, and that older documents require urgent updates in order to keep pace with social transformations and the educational demands of the territories in which the universities are situated. This study seeks to contribute to expanding the debate on curriculum and ethnic-racial relations in teacher education, highlighting that the curriculum is a space of political and epistemological struggle and must, therefore, incorporate concerns that reflect the issues present in society.