Relações étnico-raciais na formação de professoras/es: uma análise sobre os cursos de licenciatura da Universidade Federal Rural do Semi-Árido

Abstract

This study presents the results of research conducted as part of a project linked to the Scientific Initiation Program (PIBIC), and aims to discuss the presence of the debate on education for ethnic-racial relations (ERER) in teacher training courses at the Federal Rural University of the Semi-Arid Region, located in the state of Rio Grande do Norte, highlighting the impacts of this discussion on teacher training. Considering the mandatory nature of Laws 10.639/2003 and 11.645/2008 for the provision of education for ethnic-racial relations, we sought to investigate, through the analysis of the Pedagogical Course Projects (PPCs) of seven degree programs, how Higher Education Institutions (IES) have incorporated the provisions of these laws into their curricula, given the importance of initial training in preparing future education professionals to broaden the debate on combating racism in the school environment and the relevance of the discussion on ethnic-racial diversity for the promotion of a more just and critical society. Methodologically, this work was based on qualitative documentary research, which made use of the analysis and treatment of the PPCs. The results obtained highlight the need for strengthening and changes in HEIs regarding their role in including the debate on education for ethnic-racial relations in teacher training courses.