Educação para as relações étnico-raciais e formação docente: proposições críticas para os anos iniciais do ensino fundamental

Abstract

This undergraduate thesis presents the development of a teaching plan for teaching education, which is committed to the promotion of Education for Ethnic-Racial Relations (ERER) in the initial years of elementary school. The research is grounded in a critical perspective that understands ERER, as stated in Article 26-A of the LDB, as an epistemological field that requires the revision of historical and curricular foundations. The study aims to answer the question of how the construction of a teaching plan, rooted in the National Curricular Guidelines for the Education of Ethnic-Racial Relations, can contribute to overcome shattered and superficial practices in terms of race that remain in daily school routine. The objectives consist in analyzing scholar work over ERER, identifying the main challenges of its implementation in Sorocaba, and offering an integrated teaching plan to the application of an anti racist teaching practice in daily school routine, through the teaching formation. The research is organized in four chapters that discuss, respectively: the history of racial relations and public policies in Brazil; the struggle of Black movements for the institutionalization of ERER; an analysis of the policy's effectiveness in Sorocaba; and a proposal for a teacher education plan based on ERER. In conclusion, ERER’s implementation requires critical pedagogical practices, articulated with the school board, which are capable of transforming education into a mechanism to tackle racism.