A formação étnico-racial nos cursos de licenciatura das universidades federais da Bahia

Abstract

This dissertation aims to analyze the inclusion of education for ethnic-racial relations in teacher training programs at federal universities in Bahia. It is a documentary, cross-sectional study with an exploratory nature and a qualitative approach, focusing on the syllabus texts of the teacher training programs at the selected universities. The study utilizes the IRAMUTEQ software to process the collected data. For this research, the syllabi of teacher training programs from four federal universities in Bahia were analyzed: the Federal University of Southern Bahia (UFSB), the Federal University of Recôncavo da Bahia (UFRB), the Federal University of Western Bahia (UFOB), and the Federal University of Bahia (UFBA). These syllabi were obtained from the institutional websites of the respective universities. Using IRAMUTEQ's tools—Similitude Analysis and Word Cloud—it was possible to observe that the construction of syllabi containing ethnic-racial content at UFSB, UFRB, UFOB, and UFBA was shaped by multiple perspectives, such as valuing multiculturalism, studying Indigenous and Black cultures, developing teaching projects and practices focused on ethnic-racial education, and establishing an interrelationship between the Brazilian sociocultural context and pedagogical practice, among others. However, it is noteworthy that while the curriculum structure of these institutions presents itself as innovative, it remains quantitatively limited in terms of the percentage of curricular components addressing ethnic-racial themes. This finding opens space for further reflection on how this subject can be more significantly integrated into the curricula of these teacher training programs.