A lei n. 10.639/2003 e a formação de professoras/es na Universidade Federal de Alagoas: a educação para as relações étnico-raciais nos cursos de licenciatura em pedagogia

Abstract

This article analyzes teacher education in undergraduate Pedagogy programs at the Federal University of Alagoas (UFAL), in light of Law No. 10.639/03, which mandates the teaching of Afro-Brazilian history and culture. The National Curriculum Guidelines for the Education of Ethnic-Racial Relations and for the Teaching of Afro-Brazilian and African History and Culture (2004) fostered changes in teacher education by emphasizing the inclusion of ethnic-racial debates in undergraduate teacher education curricula. In this context, the study examines the Pedagogical Course Projects (PPCs) of UFAL’s Pedagogy programs, offered in both on-campus and distance-learning modalities, with the aim of understanding how discussions on Afro-Brazilian, African, and Indigenous history and culture are incorporated into these documents, as well as identifying advances and challenges in the effective implementation of this legislation. The study adopts a qualitative approach, using bibliographic and documentary research as methodological procedures, and grounding data analysis in Bardin’s (1977) theoretical framework of content analysis. Data collection was guided by analytical categories related to the ethnic-racial debate, through which the most recent PPCs of each program were analyzed. Based on the incidence of these categories in curricular components, the content was classified into three groups: Direct Mention, Transversal Approach, and Potential for Thematic Inclusion. The results indicate that some Pedagogy programs at UFAL include references to the ethnic-racial debate through legislation and other normative documents, the graduate profile, or the mention of the Center for Afro-Brazilian and Indigenous Studies (NEABI). All programs analyzed primarily adopt the creation of specific curricular components or the inclusion of the theme in mandatory and/or elective courses as strategies to comply with the legislation. However, prioritizing these components alone does not guarantee teacher education committed to overcoming Eurocentric perspectives or to recognizing and valuing African heritage in Brazilian society through a critical reading of Brazilian history. Finally, the study identifies challenges for the effective implementation of Law No. 10.639/03 in UFAL’s Pedagogy programs, highlighting the need for continuing education for faculty members, a transversal approach to the theme beyond specific courses, and public recruitment processes that include this field of knowledge.