(Re) Pensando uma formação antirracista para o século XXI: desafios e possibilidades para docentes do ensino médio

Abstract

This study aims to raise the challenges faced by high school teachers during their training course to prepare citizens of the 21st century considering Education for Ethnic-Racial Relations (ERER) and Law nº 10.639/03 as pedagogical instruments to build a anti-racist school. Understanding the dimensions of the ERER as systematic actions that contribute to the unveiling and resignification of the prejudiced ideology which constituted a school culture that made Brazilian sociocultural and racial diversity invisible. That said, the specific objectives of this research were: (1) To identify which training paths and bibliographic collections are available to teachers on Ethnic-Racial Relations Education; (2) List as teachers who have already participated in training related to Education for Ethnic-Racial Relations faced and/or will face challenges to develop their pedagogical practices using Law nº 10.639/03 as a reference in order to effect an anti racist education. The research was developed with the high school teacher participating in the course “Education, Curriculum, Africanities and Brazilianities: knowledge and practices for an anti-racist education” offered and taught by Professor Mestre Rosa Margarida de Carvalho Rocha between October 2020 and January 2021. The question that guides the problem of this research is: how to face the implementation of Law No. Medium? It was possible to verify, from this study, that the training for teachers at this stage of basic education needs to observe: socio-historical knowledge about the black people; access to renewed bibliography on the treatment of racial issues; mastery of didactic strategies to deal with the subject curricularly in dialogue with the knowledge of the various areas, in addition to reflections on concepts and prejudices. Thus, the research showed that the challenges faced by teachers are related to: lack of time and adequate qualifications for the elaboration of interdisciplinary practical activities related to the theme, lack of support from educational and institutional management in the sense of not opening space for debates and training in service, lack of collective work so that projects are not punctual or secondary in the school calendar. The possible solutions for the work practice in order to incite the construction of an anti-racist school 8 for and by the school community, are based on the eight principles of Professor Rosa Margarida Rocha which, in short, are linked to: multidisciplinarity and interdisciplinarity, appreciation of the black people , ethnic diversity in daily life, combating ethnocentrism, school culture and curriculum, extension of stereotyped materials, language and racial literacy, pedagogical solutions and teacher training. As for the methodological procedures, the research is characterized as qualitative in terms of its approach, which is justified insofar as it was possible to raise opinions and conceptions of the high school teachers surveyed regarding the treatment of ethnic-racial relations in their pedagogical practice. The research instrument used was the questionnaire with semi-structured questions using the Google Forms online form application due to the pandemic moment the world is going through. The epistemological perspective of this study brought the thinkers Marco de Almeida, Livia Saches, Mariléia Cruz and Surya Barros. In order to explain the impacts of the types of racism present in the school and the search for educational equity, Kabengele Munanga and Miguel Arroyo. Complementing the theoretical dialogue, we brought Nilma Lino Gomes, Eliane Cavalleiro and Rosa Margarida to reflect on the challenges faced by teachers to train in Education for Ethnic-Racial Relations. In addition to presenting the legal and educational guidelines that form the normative framework that underlie Law No. 10,639/03, such as the Racial Equality Statute and the National Curriculum Guidelines for education for ethnic-racial relations.