Escurecendo o currículo: a formação inicial de professores de história da Ufes para as relações étnico-raciais
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Data
2025-05-29
Autores
Marcelino, Brunna Terra
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Universidade Federal do Espírito Santo
Resumo
This research, developed within the Graduate Program in Education at the Federal University of Espírito Santo (PPGE/Ufes), investigates the implementation of Law No. 10.639/2003 and the “National Curriculum Guidelines for the Education of Ethnic-Racial Relations” (DCNs ERER, 2004) in the initial training of teachers, with emphasis on the History teacher education program at Ufes, particularly following the mandatory inclusion of the discipline “Education of Ethnic-Racial Relations” (ERER) in 2018. The study is grounded in theoretical contributions that examine the subalternization of Black populations in Brazil and the racist structuring of social, institutional, and educational relations, drawing on the works of Munanga and Gomes (2016), Munanga (2005, 2013, 2019, 2020), Gomes (2003, 2005, 2008, 2011, 2012a, 2012b, 2019), Santos (2017, 2022), and Fanon (2008); as well as the historical Black resistance and the role of the Black Movement in shaping public policies, as discussed by Gomes (2017), Domingues (2007, 2008), Gonçalves e Silva (2000), and Pereira (2013). To reflect on the curriculum as a space of symbolic and political dispute, the study engages with Silva (2011), Lopes and Macedo (2011), Moreira and Silva (2013), and Sacristán (2000, 2017), while the decolonial critique of knowledge and education is supported by the works of Walsh and Mignolo (2006, 2018), Quijano (2010), Walsh (2009), Maldonado-Torres (2007, 2008a, 2008b), Mignolo (2008, 2017), Gomes (2020), and hooks (2017, 2019, 2020, 2021). Teacher education is conceived from a perspective that goes beyond a merely technical dimension, based on the contributions of Nóvoa (2003, 2009, 2017, 2023), Gatti and Barretto (2009), Diniz Pereira (2011), and Veiga (2008), who understand the teacher as a historical, political, and epistemic subject. Regarding the specific training of History teachers, the research draws on the studies of Nascimento (2013), Cerri (2013), Bittencourt (1993) and Fonseca (2011). For the analysis of ethnic-racial relations in education, the contributions of Gomes and Munanga (2016), Gomes (2003, 2005, 2008, 2011, 2012a, 2012b), Munanga (2005, 2013, 2019, 2020), and Coelho and Coelho (2021) are central. Methodologically, this is a historical investigation, grounded in the theoretical reflections of Bloch (2001) and Ginzburg (2001, 2002, 2006, 2007a, 2007b), whose contributions support a simultaneously rigorous and flexible approach to the analysis of traces and narratives. From an evidentiary perspective, the research aims to understand the meanings attributed to formative experiences in the History teacher education program at Ufes. To this end, multiple sources were cross-analyzed: institutional documents such as the Pedagogical Course Project (PPC), educational legislation (Law No. 10.639/2003 and the DCNs ERER), and narratives of individuals directly involved in teacher training—51 History students, 3 ERER instructors, 2 members of the course’s Structuring Teaching Core (NDE), and 1 faculty member from the History Department. The results indicate that, while the inclusion of ERER represents a significant advancement, persistent challenges remain, such as epistemological resistance to a critical approach to racism, the fragility of curricular integration, and the overburdening of a few engaged faculty members. It was also found that the absence of consistent training on ethnic-racial relations may hinder the future performance of student teachers in basic education. Thus, this study underscores the importance of this topic in initial teacher education in History, aiming to contribute to the construction of an antiracist education
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Lei nº 10.639 , Relações étnico-raciais , Formação inicial , Professor , História , Universidade Federal do Espírito Santo , Law 10.639 , Ethnic-racial relations , Initial teacher education , Teacher , History , Federal University of Espírito Santo