Uma intervenção formativa para as relações étnico-raciais no curso de Licenciatura em Pedagogia do IFES Campus Itapina

Abstract

This intervention project sought to analyze the presence of ethnic-racial questions in the education of students of the Licentiate in Pedagogy course at Ifes Campus Itapina. The objective was to elaborate a proposal for intervention in Education for Ethnic-Racial Relations, aiming to enrich the training of students in the course. The research was conducted with students enrolled in the 2nd, 4th, 6th and 8th periods of the 2022 school year. The methodological approach adopted was qualitative, based on action research guidelines. In the theoretical basis, we dialogue with Nilma Lino Gomes, Petrônio Domingues, Tomaz Tadeu da Silva, Paulo Freire, among others. In addition, the relevant legislation that addresses ethnic-racial issues in education, affirmative actions, curriculum and the Common National Curricular Base were examined. With regard to methodology, a detailed bibliographical survey and an analysis of internal documents were carried out. Data collection took place through the application of an online questionnaire, consisting of open and closed questions. The research results showed the presence of ethnic-racial questions in the curricular matrix, through the curricular components that address content conducive to the discussion on Education for Ethnic-Racial Relations (ERER), thus preparing future teachers with relevant knowledge for their professional performance. Additionally, it was found that the actions promoted by the Center for Afro-Brazilian and Indigenous Studies (NEABI) also play a significant role in the training of students. Ifes' Education Policy for Ethnic-Racial Relations proved to be an essential instrument for the implementation of Laws nº 10.639/2003 and nº 11.645/2008. As an intervention proposal, a complementary action to teaching is proposed through the holding of a seminar. This seminar will address issues that need revision and/or deepening, such as racism and racial discrimination, legislation related to the ERER, religious intolerance and curricular approaches aligned with the perspective of the ERER. In this way, the intervention proposal aims to expand the training of students of the Licentiate in Pedagogy course, enabling them to approach ethnic-racial issues in a sensitive and effective way.