A formação de gestores educacionais frente o sistema de opressão de raça, gênero e classe: uma análise do Projeto Político Pedagógico - PPP do curso de Especialização em Gestão Educacional da UFAL

Abstract

Investigating how management training courses address the categories of race, gender, and class is of fundamental importance, especially considering Law 10.639/03, which mandates the teaching of Afro-Brazilian and African history and culture in the basic education curriculum, as well as Resolution No. 1/2004 of the National Education Council, which requires Education on Ethnic- Racial Relations in the training courses for education professionals. Although the mandatory discussion of gender and class is not included in the aforementioned laws, we understand that the intersectionality of such discussions is crucial, as the social markers of race, gender, and class intersect with students’ school, personal, and collective lives. Not only do teachers require training that includes such discussions, but educational managers also need this knowledge, given their role in overseeing educational spaces. In light of this, the present article aims to analyze the political-pedagogical project (PPP) of the course we are enrolled in and seeks to answer the research question: whether and how the categories of race, gender, and class are present in the PPP of the specialization course in educational management at the Federal University of Alagoas. The choice of the PPP as an analytical document is justified by its importance, as it is considered a valuable document that outlines the curricular structure of a course focused on Educational Management offered by the largest public university in the state of Alagoas. A bibliographic study was conducted to conceptualize the document and relate it to the intersectionality of the content categories of race, gender, and class (Albuquerque, 2021; Bell Hooks, 2013, 2018, 2021a, 2021b, 2022; Gonzalez; Hasenbalg, 2022; Gomes, 2019; Ratts; Rios, 2010; and Rios; Lima, 2020) and their implications in the educational process of students. As final considerations, we infer that the political-pedagogical project of the specialization course in educational management does not present a discussion around the investigated categories of analysis. This highlights the urgent need for its revision in a collaborative and democratic manner with the teaching staff and students, especially if the course is to be replicated for other cohorts. Training educational managers with a graduate profile capable of understanding how the oppression systems of race, gender, and class interfere with students’ school lives contributes to education that aims to overcome and not reproduce social inequalities. Thus, we conclude that the course has great potential to train critical managers in combating discrimination in the Alagoas countryside and across the state. However, it must address the central issues presented here with greater care.