Didactics of ethnic racial relationships: propositional contributions to initial teacher education

Abstract

Teachers are considered agents of fundamental importance in overcoming ethnic-racial inequities and in promoting quality education. This fact has caused curricular changes in the initial training of teachers, such as the inclusion of mandatory subjects related to the ethnic-racial theme, however, two central issues still echo in research on the subject and in the research centers that they have in many institutions these curricular changes were discussed: are teachers really being prepared, in the initial teacher training courses, to deal pedagogically with situations of racial discrimination and to value racial and cultural diversity? What methodologies, strategies and practices have the current experiences shown to be effective? Based on these questions, this article aims to analyze the formative experiences that result from the introduction of a mandatory subject “Didactics and education of ethnic-racial relations” in the initial teacher training course at the Federal University of São Carlos. This discipline focuses on the education of ethnic-racial relations as an indispensable dimension to Didactics, a field of investigation in Pedagogy science, which studies the means, instruments, modalities, strategies used to teach and learn, situating them historically, socially and culturally. Through the analysis of documentary analysis and interviews, the article focuses on the construction of training experiences aiming to contribute in a purposeful way to the field of initial teacher education.