Educação para as relações étnico-raciais: um olhar para o currículo do curso de licenciatura em pedagogia da Universidade Federal da Fronteira Sul - Campus Erechim

Abstract

This research aims to reflect the importance of education for ethnic-racial relations within the Pedagogy Degree course at the Federal University Fronteira Sul. By bringing the Pedagogical Project of the course as a research object, we propose to study: how the degree course in Pedagogy of the Federal University of Fronteira Sul - Erechim Campus incorporated into its curricular structure the requirements of law 10.639/03. Initially, we reflected on how the law was adopted and incorporated into education systems over the 20 years of its approval, based on the work of Benedito et.al (2023), Araujo (2021) who highlight the difficulties of implementing the law law. From this, we present the proposals of Opinion 003/2004, a document that has the force of law, and was prepared to ensure that it was inserted into the daily pedagogical practices of educational institutions, public and private, in the stages of Early Childhood Education to Education Higher. Upon realizing that the law still encounters a lot of resistance, we believe it is relevant to delve deeper into questions about structural racism and its relationships with the curriculum. With this, we use the ideas of Almeida (2020) who explains that the structural racism established within institutions occurs through the hegemony of a single social group that establishes political, cultural and social standards. Therefore, the research was supported by authors such as Carvalho (2019), Kilomba (2019), Silva and Passos (2021), Gomes (2012), Carneiro (2005) and other authors to problematize the Eurocentric character present in university curricula to the point of limiting the training of anti-racist professionals. In view of the discussion of curriculum, knowledge and power, we analyzed the PPC of the Pedagogy Degree course at UFFS, with the aim of reinforcing the importance of a training process that contributes to anti-racist education within the degree course, so that future teachers are able to identify and combat racist and prejudiced speeches and narratives present in different educational contexts.