As relações étnico-raciais na formação inicial dos/das pedagogos/as: análise dos projetos pedagógicos do curso de Pedagogia da Universidade Federal de Alagoas

Abstract

This article aims to analyze the Pedagogical Projects of the Pedagogy Course of the Federal University of Alagoas - UFAL and to point out the aspects connected with the academic offer of the discipline of Education and Ethnic-Racial Diversity in the last five years (2015-2019). The methodological approach used provided us the understanding about the aspects existing in the normative documents referring to the discussion of the subject in question. We focus on the issues emphasized by Evangelista and Shiroma (2018) about document analysis. The theoretical support that supported the analysis is based on the studies by Gomes (2002, 2010, 2012 and 2017), Silva (2014), Ribeiro (2017), and the legal frameworks related to the ethnic-racial relationship that guided the understanding of the requirements for initial teacher education. Thus, the legal frameworks used were: National Curriculum Guidelines for the Education of Ethnic-Racial Relations and for the Teaching of Afro-Brazilian and African History and Culture (2004), Law 10.639 / 2003, Resolution CNE / CP 1 / 2004, the National Curriculum Guidelines for the Undergraduate Pedagogy Undergraduate Course and the Guidelines and Actions for the Education of Ethnic-Racial Relations (2006), in which the highlighted considerations provided an understanding focused on the issues highlighted in the Pedagogical Projects of the Pedagogy of the Federal University of Alagoas. The results achieved provided us with reflections regarding teacher education and the relevance of discussions about anti-racist education.