A educação das relações étnico-raciais na formação inicial de professores: Uma análise do Programa Institucional de Bolsas de Iniciação à docência e do Programa de Residência Pedagógica na UFGD

Abstract

This research analyzes the Education of Ethnic-Racial Relations (ERER) in initial teacher training, based on the Teaching Initiation Scholarship Program (PIBID) and the Pedagogical Residency Program (PRP), developed at the Federal University of Grande Dourados (UFGD) in the 2022 a 2024 edition. Considering that the regulations regarding to ERER point to its development in all educational spaces, it is important to identify how the process of implementing anti-racist education takes place in PIBID and PRP, also considering the dynamics established in these programs and the possibilities for dialogue within of the executing organ. In order to obtain a portait of the inclusion of ERER from the latest edition of the Programs, the criterion assumed were the analysis of the Institutional Projects and Reports of Activities developed and the impressions shared by the coordinators of the subprojects linked to the Programs regarding the insertion of ERER in the training processes. The theoretical basis is based on studies on ERER carried out by Kabengele Munanga, Márcio Mucedula Aguiar, Nilma Lino Gomes, Petronilha Beatriz Gonçalves e Silva, Sueli Carneiro, among others. In relation to the field of formulation and implementation of educational policies for initial teacher training, were used the opportune studies from Antônio Nóvoa, Bernadete Gatti, Maria Assunção Flores and others. The methodological aspects of the research are inserted in a qualitative method, based on an exploratory and descriptive research approach. Data analysis is the responsibility of thematic analysis procedures. The results reveal that among the subprojects analyzed and linked to the Programs, a significant number did not present any activity related to ERER and, in general, the subprojects that developed such activities did not carry them out in accordance with the regulations that govern anti-racist education. It is also possible to conclude that the adequate training in ERER for teachers leading subprojects linked to Teacher Training Programs is essential for the full implementation of ERER in the Programs. The movement of reitering the discussion on the themes in question in the training processes is necessary, within the scope of initial teacher training programs and also institutionally, not only to comply with protocols, but in a meticulous manner and committed to the cause.