ARTICULATION OF ANTI-RACIST EDUCATION BY PEDAGOGICAL COORDINATION IN SCHOOLS OF THE STATE EDUCATION NETWORK OF ESPÍRITO SANTO
Name: JOSIMAR NUNES PEREIRA DE FREITAS
Publication date: 27/03/2026
Examining board:
Name |
Role |
|---|---|
| EDSON PEIXOTO MACIEL | Examinador Externo |
| GUSTAVO HENRIQUE ARAUJO FORDE | Examinador Interno |
| ROSEMEIRE DOS SANTOS BRITO | Presidente |
Summary: This is a qualitative study, guided by the following question: how do the Pedagogical Coordinators (PCs) of schools linked to the Regional Education Superintendence of Cariacica, Espírito Santo (SRE-CARIACICA/ES), articulate the implementation of Law 10.639/2003 in the school pedagogical planning? The general objective was to understand the role of the PCs in the process of articulating the implementation of said law in the context of the schools of SRE-CARIACICA/ES. This study is guided by discussions on racism in Brazil (MUNANGA, 2004) and its effects on society and education (GOMES, 2011, 2017), anchoring itself primarily in the contribution of Filice (2011), for whom racism is an act of praxis, that is, the act of thinking that is constructed in dialogue with and within the lived concrete reality; therefore, world perceptions at the level of thought arise from interaction with the socio-historical-cultural reality in which one is situated. The analysis of pedagogical coordination is based on the articulating, formative, and transformative dimensions (PLACCO; ALMEIDA; SOUZA, 2015). From a methodological standpoint, we conducted document analysis and interviews with pedagogical coordinators, which were subsequently analyzed using the thematic analysis methodology of Braun & Clarke (2006). The results indicate that the implementation of Ethnic-Racial Relations Education (ERER - Educação para as Relações Étnico-Raciais) in the analyzed public school network went through periods of institutional silence on the part of the Espírito Santo State Department of Education (SEDU-ES), combined with isolated and non-structural actions. The data indicate low Black representation in pedagogical coordination positions, which are predominantly occupied by white women, with lato sensu postgraduate degrees and over 21 years of service in the state network. An overload of bureaucratic demands, stemming from a neoliberal managerialist logic, compromises the work of the PCs. However, school managers engaged with the theme of ERER stand out; even when facing limit-situations, they seek limit-acts in favor of Law 10.639/2003, which have materialized as viable unprecedented initiatives. It is concluded that racism, in its multiple facets, remains present in schools; in its institutional form, it aligns with the neoliberal model of educational management. The study points to the need for intensified oversight and, above all, the implementation of structural actions by SEDU-ES.
