Resumo:
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.
