Formação inicial de professoras/es e a Educação das Relações Étnico-Raciais na Universidade Estadual de Feira de Santana pós-leis 10.639/03 e 11.645/08

Abstract

This research is based on the premise that coloniality — as a logic that sustains relations of power, knowledge, and being — directly influences the structure and functioning of teacher education curricula, producing epistemic exclusions and the maintenance of institutional whiteness. In this sense, it aims to investigate the implementation of the teacher education policy for Ethnic-Racial Relations Education (ERER) in the curricula of undergraduate teaching programs at the State University of Feira de Santana (UEFS). The methodology adopted is grounded in Pecheuxtian Discourse Analysis, combined with Decolonial Studies and the contributions of Black authors such as Sueli Carneiro (2005; 2023), Cida Bento (2003; 2022), bell hooks (2013; 2018), Kabenguelê Munanga (1999), Abdias do Nascimento (2002), among others. The Pedagogical Projects of fourteen undergraduate teaching programs at UEFS were analyzed, with the objective of identifying the presence (or absence) of the laws, the National Guidelines for ERER (DCN/ERER), and the theoretical foundations of ERER in these formative documents. The results reveal a marginal, fragmented, and, in many cases, merely procedural presence of ethnic-racial themes in these curricula, showing that legislation has not yet been incorporated as a structuring principle of teacher education. The persistence of Eurocentric epistemologies, the absence of Black and Indigenous references in the theoretical frameworks of the projects, and the lack of systematic proposals for the antiracist training of teacher educators were identified. It is concluded that, in general, the curricula of UEFS‘s undergraduate teaching programs, in their current state, do not satisfactorily meet the legal and ethical-political requirements of ERER, highlighting the urgent need for curricular reform that considers historically marginalized epistemologies as structuring knowledge in teacher education, alongside the already established epistemological framework. The research therefore suggests concrete interventions in curricula and reaffirms the importance of the public university in combating structural racism and in building an education committed to social justice and racial equity.