Formação numa perspectiva antirracista: limites e possibilidades no curso de pedagogia da UFCAT

Abstract

This study is located in the field of teacher training, in the line of research Educational Practices, Teacher Training and Inclusion, of the Graduate Program in Education at the Federal University of Catalão (PPGEDUC/UFCAT). This research has as its theme anti-racist education in the training of pedagogues. Researchers of the ethnic-racial cause in the educational field, Nilma Lino Gomes (2017) and Petronilha Gonçalves e Silva (2018), defend, in their productions, the urgency of developing pedagogical practices in an anti-racist perspective in school institutions. Aware that teachers need to be prepared to fulfill this task, we seek to answer how the formation of the pedagogue at the Federal University of Catalão is configured for the development of an anti-racist education, as provided for in Law 10.639/03. The general objective of this research is to investigate whether there is an anti-racist approach in the formation processes of the Pedagogy course at the Federal University of Catalão. As specific objectives, we seek to: investigate in the literature how anti-racist education is inserted in teacher training; to investigate, through the analysis of the Pedagogical Project, how the UFCAT Pedagogy Course contributes to the anti-racist training of pedagogues; identify, through the understanding of the faculty of the UFCAT Pedagogy course, if there is commitment to promote anti-racist training; to signal limits and possibilities of an anti-racist training for pedagogues, through the elaboration of a curricular component. . A qualitative approach was chosen to carry out this study, through a descriptive field research. At first, we had a bibliographic survey, in the Brazilian Digital Library of Theses and Dissertations (BDTD), in the CAPES Periodicals Portal and in the Working Group (GT) 21 Education and Ethnic-Racial Relations - of the National Association of Postgraduate Studies. Graduation Studies. -Graduation and Research in Education (ANPED), in order to understand how anti-racist teaching and training is being seen, as well as what we can learn through theoretical-methodological experience and build narratives that can resist these problems. We highlight the contribution of Nilma Lino Gomes, highlighting the Black Educator Movement for our understanding of curriculum, teacher training and educational practices, grounded in the field of anti-racist education. Subsequently, with a pretogogical look, we investigated the Pedagogy course at the Federal University of Catalão, considering its curricular matrix and the analysis of the answers in the research questionnaire of the professors who were willing to participate in the study. Finally, we carried out the elaboration of a curricular component with the objective of thinking about possibilities for the formation of pedagogues in this context. According to the findings provided by this research, most of the participating teachers are familiar with Law 10.639/03, and this fact is certainly not romanticized. There is considerable progress compared to 10 years ago. Even so, the lack of guidance so that pedagogues can really reflect on the importance of legislation and find mechanisms to implement it in their teaching practice is a reality. In addition, it is expected that this study will contribute to a more egalitarian perspective on ethnic-racial issues and to the construction of a more just and democratic society, based on an anti-racist pedagogical training.