A Formação inicial de professores e as implicações para a educação das relações etnicorraciais nos cursos de Pedagogia de MS

Abstract

Historically, the school curriculum in Brazil legitimized the monocultural epistemologies that validated the knowledge produced by the colonizer through Eurocentrism, which promoted the subjugation, subalternization and inferiorization of the knowledge of the African, AfroBrazilian and indigenous peoples. The protagonism of the Black Brazilian Movement, through demands and pressures for an emancipatory, democratic and antiracist educational project, strengthened the struggle for educational policies aimed at overcoming racism and racial inequality. New demands and epistemic tensions produced for the curriculum and pedagogical practices of basic education were implemented through the implementation of Law 10.693 / 03, which amended article 1 of LDBEN / 1996, with the insertion of article 26- A, and the study of Afro-Brazilian History and Culture in public and private primary and high schools. The changes have stressed the initial and continuous formation of teachers, in order to guarantee the feasibility of the assumptions and guidelines provided in the National Curricular Guidelines for the Education of Ethnic Affairs that regulated the Law. The general objective of the research is to analyze the initial formation of teachers in the courses of Pedagogy in Mato Grosso do Sul and the implications of this training for the Education of Ethnicoracial Relations (ERER). The specific objectives are to: a) identify the disciplines that make up ERER. b) make sure that the subjects' syllabuses include the teaching of AfroBrazilian and African history and culture for ERER; c) identify bibliographic references; d) identify the hours of the subjects and check how they are offered (semester, compulsory) and e) analyze the training of the teacher who teaches the discipline. This research is part of the Education and Diversity research line of the Graduate Program in Education of the Federal University of Grande Dourados (PPGEdu / UFGD). In order to reach the objectives, we opted for bibliographical and documentary research. The disciplines and contents of six undergraduate courses in Pedagogy of the following public and private higher education institutions in the state of Mato Grosso do Sul: UFGD, UFMS – Campo Grande, UEMS – Dourados and Paranaíba, UNIGRAN and UCDB were analyzed. These analyzes were developed in the context of the implementation of the National Curricular Guidelines for the Education of Ethnicoracial Relations and for the Teaching of Afro-Brazilian and African History and Culture and of CNE / CP Resolution n. 01, June 17, 2004. The final results pointed out that the disciplines are offered by professors without specialization in the area of ERER, and that the subjects that deal with the Ethnicority Relations are peripheral in the curriculum, without visibility within the course. The results indicate, however, probable advances in teacher training, considering that in the curricula of Pedagogy courses there are subjects with content and contents that enable intercultural training and can empower future teachers, preparing them to educate in the perspective of education antiracist and democratic.