Percepção dos acadêmicos do curso de Pedagogia sobre a questão da educação para as relações raciais na formação inicial.

Abstract

The education of race relations has been discussed throughout Brazil in recent times. However, for racism and its consequences to be overcome, an effective work of the community in favor of this movement is essential. In this context, the university as an important institution in the training of teachers has the role of articulating knowledge necessary for the positive rescue of the black presence in Brazilian society. To do so, it is necessary to implement Anti-Racist practices and policies in school and university curricula. Thus, this study has as main objective to analyze the perception of students about the contribution of education to race relations in the teacher training of the Pedagogy course, to confront racism. The research is configured in a case study with a focus on a qualitative approach. The methodology for data collection is materialized in bibliographical, documentary and field research, seeking to give visibility to the perception of the academics of the Pedagogy course through semi-structured interviews. For data treatment, Bardin's Content Analysis (2016) was used, both to discuss the documents pertinent to this study and to analyze the perceptions of the subjects. The results pointed to the fact that students perceive the relevance of this theme in teacher education, since this process can resize the look, through a critical and reflective awareness and the decolonization of the curriculum, pedagogical practices, and especially minds. Thus, in the perspective of bringing to light questions about race relations in teacher education, in view of the advances on this theme in the Amapaense university context, with a focus on the Pedagogy course of the Federal University of Amapá (UNIFAP), envisioning reflections and pedagogical practices to confront racism, this study aims to contribute, considering thus, the importance of education for race relations in the training of teachers to combat racist practices in formal education and other social spaces.