EDUCATION OF ETHNIC-RACIAL RELATIONSHIPS AT UNIVERSITY FEDERAL OF ESPÍRITO SANTO: THE COURSES’ PEDAGOGICAL PROJECTS DEGREE PRESENTIALS IN FOCUS
Nombre: GLEYSTON MARSSARTIER SANTANA MATILDES
Fecha de publicación: 02/06/2025
Junta de examinadores:
Nombre |
Rol |
|---|---|
| ALDIERIS BRAZ AMORIM CAPRINI | Examinador Externo |
| CLEYDE RODRIGUES AMORIM | Examinador Interno |
| DEBORA CRISTINA DE ARAUJO | Presidente |
Resumen: Teacher education, shaped by ethnic-racial relations, constitutes a foundational process in fostering an antiracist, critical, and transformative education. In this regard, this study aimed to analyze how Ethnic-Racial Relations Education (ERER) is addressed in the in-person undergraduate teaching programs at the Federal University of Espírito Santo (Ufes), campus Alegre, Goiabeiras, and São Mateus. To this end, the following specific objectives were proposed: to analyze the Pedagogical Course Projects (PPC) of Ufes’ in-person undergraduate teaching programs at the Alegre, São Mateus, and Goiabeiras campuses; to highlight the importance of ERER as a support for confronting racism and promoting an antiracist education; and to propose, as an educational product, a reference document to guide the revision and/or expansion of the ERER discipline at Ufes, taking into account challenges such as limited workload and resistance from some programs to making it mandatory. Methodologically, the research adopted a qualitative approach, involving documentary analysis of institutional texts at Ufes – specifically, the Pedagogical Course Projects (PPC) of in-person undergraduate teaching programs. It was grounded in authors such as Oliveira and Silva (2000), Domingues (2007), Munanga and Gomes (2004), and Gomes (2017), among others. The analysis of the PPC revealed a scenario marked by concerning and recurrent gaps: ERER often appears as a peripheral subject, confined to a single discipline, offered in isolation, and, not infrequently, with a reduced workload. In some PPCs, ERER assumes a timid and at times merely procedural presence, characterized by insufficient workload, lack of integration with other disciplines, and weak theoretical grounding in course syllabi; in addition to a curricular structure that insists on maintaining the supremacy of certain forms of knowledge and bodies over others. The persistence of this formative model compromises the preparation of educators capable of critically addressing the dynamics of racism, social inequality, and cultural plurality in classrooms. Therefore, initial teacher education cannot be reduced to including ERER as mere “content” or a curricular requirement to be fulfilled, but must be understood as a structuring axis. This calls for structural and permanent actions: a thorough curricular revision, expansion of the workload allocated to courses addressing racial issues, recognition of Black, Indigenous, and quilombola authors in bibliographies, expansion of library collections, and periodic revision of undergraduate teaching PPCs.
